Badger Key Stage 3 Science
Level-Assessed Tasks
Year 8 Concepts
Andrew Grevatt
You may copy this book freely for use in your school.
The pages in this book are copyright, but copies may be made without fees
or prior permission provided that these copies are used only by the
institution which purchased the book. For copying in any other
circumstances, prior written consent must be obtained from the publisher.
Badger
Publishing
CONTENTS
Introduction
Please take a few minutes to read the introduction before using these tasks.
Task Topic
Task
8A Digestion
The journey of a cheese sandwich
8B Respiration
What happens when we exercise?
8C Variation
Why do they look slightly different?
8D Health & microbes
The dodgy barbeque
8E Physical changes
What happens to sugar in tea?
8F Elements, compounds, mixtures
The iron and sulphur reaction
8G Simple chemical reactions
Burning magnesium
8H Simple chemical reactions
Acid fizz
8I Forces: magnetism
Scrap heap magnet challenge
8J Energy transfers
Heat in the kitchen
8K Energy transfers
Designing ear defenders
8L Energy: electricity
Windy circuits
8M Geological changes
Landslide?
8N The solar system and beyond
Where is the Earth?
8O Environment
Explaining the Greenhouse Effect
Exemplar work
Acknowledgements
This new edition is dedicated to my parents, John and Kathy.
I want to acknowledge all the teachers that I have had the pleasure to meet or work with,
who have provided improvement suggestions or further inspiration, your comments have
been valued.
The action research I have carried out with the truly inspirational members of the Cams
Hill Science Consortium has improved my personal understanding of levels and levelling
in science: www.thinkingframe.com
Thanks also go to the team at Badger Publishing for their support and hard work.
INTRODUCTION
Welcome to the new, updated version of the Badger Key Stage 3 Science Level Assessed
Tasks. These tasks have been adapted to the new KS3 Science National Curriculum and
improved in response to feedback and advances in the use of tasks such as these.
Since the first book was published back in 2004, I have been delighted with the hugely
positive response from so many teaching colleagues from around the country. Through
providing training sessions to departments that have taken this approach to assessment for
learning and having seen the tasks used in such a variety of ways, I have been inspired to
adapt and improve the tasks for the new Key Stage 3 Curriculum.
Something I have noticed is that colleagues do not always have the opportunity to read
this introduction. Almost all questions that are asked about these tasks can be answered by
reading the introduction. Even if it is not the first time you are using these tasks, please
task a few minutes to read through the next few pages. If you are the person responsible
for initiating these tasks into your department, I would highly recommend giving your
colleagues the opportunity to read a copy of this introduction during a department
meeting and discuss their thoughts before using the tasks.
I hope you and your students enjoy using these assessment tasks. I always welcome
feedback on how you are using them.
Andrew Grevatt
Why use these tasks?
• Ready to use formative assessment tasks.
• Engaging activities that promote learning and learners to use scientific knowledge and
understanding.
• Level ladder in learner-friendly vocabulary.
• Linked to KS3 Science Framework Yearly Learning Objectives.
• Uses Assessment for Learning principles to promote progression through science levels.
• All tasks have been tried, tested and developed with learners of all abilities.
• Open-ended, allowing learners to explain their ideas.
• Fully differentiated.
• Assesses knowledge and understanding of key concepts in the KS3 National
Curriculum 2008.
• Excellent diagnostic tool for highlighting individual and class misconceptions.
• Encourages teacher and learner engagement with progression of scientific knowledge
and understanding, through the National Curriculum levels.
• Levels based on the new National Curriculum levels (2008).
• Promotes the development of literacy skills and numeracy skills.
WHAT’S NEW?
I have made some improvements to the tasks to make them even more effective for
assessment for learning in science lessons:
Level boundaries
The level boundaries have increased from two level ranges (3-5 and 5-7) to three: Levels 35, Levels 5-7 and Levels 7-EP (Exceptional Performance). The new National Curriculum
does not have level descriptors for Level 3, so I have made an educated guess as to the
expectations at this level. We are still going to have learners who are on the Level 3 and 4
borderline, so I thought it necessary to keep the descriptors in. I did consider calling these
descriptors ‘below Level 4’ and, if you want to use that terminology, please feel free to
change it.
Level ladders, but no improvement ladders
The level ladders remain in the same format, but I have removed the improvement ladders.
This is because most people double up the level ladders as improvement ladders. So,
although there are no improvement ladders, the improvement targets should be taken
from the level ladders.
Science Concepts and How Science Works
I have divided the curriculum into ‘Science Concepts’ and ‘How Science Works’ to
improve knowledge and understanding of key science concepts and to improve
knowledge and understanding of HSW in the contexts of these concepts respectively.
Literacy and numeracy guidance
There are now literacy and numeracy tips under each level ladder. These have been added
to support both teachers and learners in improving writing and numeracy in science. You
will notice that there is different guidance on the tasks at each level boundary. This is
based on the assumption that learners working at higher levels of science will be working
at higher levels of literacy and numeracy. Obviously, if you decide not to use these, they
can easily be removed before printing. Additional guidance on literacy and numeracy in
science can be found online in the National Strategy materials.
More choice
I have increased the number of tasks from twelve to fifteen in each of the books. Most of
the original tasks remain, but a few colleagues reported that they found particular tasks
more difficult to use and so these have been refined or replaced. There are also additional
tasks to help assess the new concepts such as ethology (behaviour) and atmosphere.
Condensed Key Stage 3
Some schools and colleges are choosing the two year KS3 approach to science teaching. I
have taken this into account when writing the new edition. Although the books are
published in the format of Year 7, Year 8 and Year 9 topics, teachers can use any of the
tasks at any point throughout KS3. Although I doubt many Year 7 learners will use the
Level 7-EP tasks, the tasks themselves can be used at any stage in the Key Stage.
HOW TO USE THESE TASKS
Each task is a simple open-ended task that assesses knowledge and understanding of a
significant concept from the new Science National Curriculum. The tasks should be
photocopied with the task sheet and the level ladder back-to-back or side-to-side. Teachers
and learners can use the level ladder to guide their response to the task.
Each task is available in three level ranges: Levels 3-5, Levels 5-7 and Levels 7-EP. I chose
this split because most learners are either working towards Level 5 or working beyond
Level 5. Level 5 requires learners to start using abstract concepts like energy, forces,
particles and cells. Once they can use these concepts, they are able to access Levels 6 and
beyond more easily. Most of the tasks are the same across the level ranges, but the
demands of the tasks, key words and level ladders are suited to the ability of the learners.
The tasks that are Levels 7-EP are often slightly different from the other tasks because
learners need to be challenged with ‘unfamiliar situations’ at these levels. Learners at these
levels should also be working independently, with no help from the teacher.
As with all new approaches, learners may need to do a few of these tasks before they get
the full benefit from them. The tasks are very open and, to start with, some learners can
feel overwhelmed by the freedom. They may need a lot of support and encouragement for
the first few; as their confidence grows, the learners gain more independence at attempting
the tasks.
Big Ideas and models in science
The Framework is divided into six Big Ideas in science – Energy, Forces, Particles, Cells,
Interdependence and Scientific Enquiry. The first five can be seen as the “abstract
concepts”, meaning that, when learners can use these ‘models’ or ‘Big Ideas’, they can start
to access criteria for Level 5 and beyond. Based on the work of the Cams Hill Science
Consortium’s ‘Levels Mountain’, my level descriptors in the previous edition used this
language to encourage learners to use these ideas: e.g. use the Big Idea of Energy to explain the
chemical reaction. This acts as a prompt, rather than giving them the answers! However,
from the feedback I have received from users, I have changed the language to “use a model
of particles to…” If you still favour the “Big Ideas” then feel free to edit the level ladders
accordingly (search for ‘model’ and replace with ‘big idea’ where appropriate).
General approaches
These tasks are ideal to use either mid-way or towards the end of a topic. As the tasks have
evolved and been trialled, many approaches have been tried. These are outlined below.
Whatever approach you decide to use, make sure that the tasks are formative. It is
important that these are not used as replacement summative tests. They are designed to
encourage learners to demonstrate what they understand and to have the opportunity to
improve. This is the foundation of formative assessment strategies: Where am I now? What
am I aiming for? How do I get there? To aid this, learners must be aware of the level (and
sub-level) for the end of the year.
The tasks are designed to give learners the opportunity to show their full potential in
science. To ensure this, I allow the class to use their notes from exercise books, text books
and other secondary sources to help them with the task. I also encourage the learners to
talk with their peers about the task and discuss their ideas. This rarely leads them to copy
each other, but does encourage the development of their ideas and challenges their
misconceptions. These tasks are not suitable for use under test conditions; such an
approach stifles the opportunities for learning.
Standard approach
• Starter activity (5-10 minutes) to introduce the task. Make sure each learner knows
which level they should be aiming for.
• Main activity (30-40 minutes) – learners attempt task. Teacher circulates, encouraging
use of the level ladder and challenging misconceptions.
• Plenary activity (10 minutes) – self or peer assessment, where improvement ladders are
used to decide on level and improvement targets.
• Homework activity – make the improvement, teacher collects and assesses them, giving
one improvement target.
Alternative approaches
Since I wrote this section in the first edition, I have seen many teachers using these tasks in
a whole variety of ways. I have seen teachers adapt the tasks to suit the needs of the class,
groups of learners working together on a task, the imaginative use of ICT to respond to the
task. Sometimes colleagues say, ‘I hope you don’t mind but I have adapted your task to…’
whatever they have done. This is fantastic and I have seen some brilliant adaptations to the
tasks themselves and the use of the tasks in the classroom. I would say, if you adapt the
level ladders significantly, do refer back to the generic level ladder in this introduction.
More recently, I have found more success with the tasks if I focus on the improvements
instead of the first draft of the task. Once learners are confident at using the tasks, set the
task as homework. Then mark this and spend the lesson focused on improvements.
Identify three or four main improvement targets, find individual tasks that will challenge
these (e.g. use textbook X to help you draw and label a cell diagram or complete worksheet
Y to help you explain how specialised cells are adapted to their jobs). Learners choose the
task related to their improvement targets. This is real AfL!
Encouragement of use of level ladder
Some learners find it difficult to use the level ladder to guide their work. Strategies I have
seen used include:
• encouraging the learner to tick or highlight the statements on the level ladder when
they think they have satisfied it;
• laminating level ladders, which can be ticked off using whiteboard markers then wiped
clean.
ASSESSMENT OF THE TASKS
There are three approaches to assessing these tasks: teacher assessment, self assessment
and peer assessment.
Teacher assessment
If you have not used these tasks before, I would recommend starting with the teacher
assessment approach for assessing the learners’ responses to the tasks. These are not like
the standard national tests, where you have very clear guidance of what answers to accept
and not accept. This approach is much more flexible and requires the use of professional
judgement when assigning a level.
These tasks are not summative tests, so the level that is assigned to a learner’s work is only
a “snapshot”. Learners often vary in their level from topic to topic. A good analogy to use
with them is that of computer games. Computer games are often based on “levels” of
success. Some people score higher levels on some computer games than others. The same
will be experienced when doing the level assessed tasks. However, most learners show a
general improvement trend when using these tasks.
The level ladders are written in learner-friendly language, are related to National
Curriculum levels and have been matched with national science tests where possible.
These should be used when assigning a level to a learner’s work. Additional guidance is
given for teachers in the teacher notes - this should be used alongside the level ladder.
Generic level ladder
Level 3
Note that there are no official level descriptors for Level 3 published in the new KS3 National
Curriculum for science.
• Uses some basic scientific words correctly.
• Identifies simple causes and effects.
Level 4
• Recalls and uses simple scientific words and knowledge.
• Labels macroscopic diagrams correctly (e.g. digestive system).
• Describes processes, reactions, functions and sequences of events simply using scientific
vocabulary.
• Recognises some applications and implications of science.
Level 5
•
•
•
•
Applies and uses knowledge and understanding in familiar contexts.
Starts to use abstract concepts of Energy, Forces, Particles and Cells.
Uses simple diagrams and explanations to start to explain how.
Describes applications and implications of science.
Level 6
•
•
•
•
•
Applies and uses detailed knowledge (from within KS3).
Uses abstract concepts to describe and explain their ideas.
Labels or draws microscopic diagrams correctly (e.g. cells, particle diagrams).
Can write word equations, uses simple formulae to calculate.
Explains the importance of some applications and implications of science.
Level 7
• A detailed knowledge and understanding (from within KS3) is used in explanations.
Sequences a number of points.
• Makes links: e.g. uses more than one abstract concept to explain phenomena.
• Can write simple symbol equations.
• Explains, using abstract ideas where appropriate, the importance of some applications
and implications of science.
Level 8
• Demonstrates an extensive knowledge and understanding (from within KS3), uses and
applies this effectively in their descriptions and explanations, identifying links between
topics.
• Writes balanced symbol equations, rearranges simple mathematical formulae.
Level EP
This should be carried out independently by the learner.
• Demonstrates both breadth and depth of knowledge and understanding.
• Applies this effectively in their descriptions and explanations, identifying links and patterns
within and between topics.
• Interprets, evaluates and synthesises data, from a range of sources in a range of contexts
and applies their understanding to a wide range of systems.
I take a general approach to “levelness”, outlined in the table above. If I am ever in doubt, I
refer back to this and consider the ability of the learner. Then, using professional
judgement, I can assign a suitable level along with a suitable improvement target.
Do not get too bogged down in which level to assign – make a judgement using the
criteria, then assign the level. I find that learners do pick me up on anything they think has
been badly judged! The resulting discussion is very useful to both parties.
Assigning sub-levels
Many schools and colleges use sub-levels to help measure and monitor progression in
scientific knowledge and understanding. These can be easily applied to these tasks. Most
level ladders have between three and five statements per level. If the learner has satisfied
only one or two descriptors for Level 4, the Level 4c can be awarded; all descriptors would
mean that 4a can be awarded.
Some issues do arise over whether to assign a Level 4a or 5c (for example). At these
boundaries, if it is not clear from the learner’s work then professional judgement comes
into play. Decide what will help to aid the learner’s progression the most.
Dealing with misconceptions
The great advantage of open-ended tasks is that they allow learners to have freedom to
express their ideas, knowledge and understanding about science. This, of course, includes
all their misconceptions as well. This is a particularly useful aspect of these tasks, but can
also be daunting when assessing the work if a learner has many misconceptions
demonstrated in it. I usually circle anything that is not scientifically correct, but base the
improvement target on the next step in progression.
What happens if the learner completely misses the point?
Sometimes learners can produce a piece of work that does not seem possible to assess
using the level ladder. The simple approach is that the improvement target is to do the task
again using the level ladder to guide. If it is a reoccurring issue, sit the learner next to
someone who can use the level ladder and encourage them to work together. In order to
pre-empt this issue, it is often useful to show the class the type of response you are looking
for. This can be done using an exemplar [see back of book].
Self assessment and peer assessment
Encouraging learners to assess their own work or each others’ can be very valuable. As
with anything new, learners will need more guidance and support to start with before their
confidence develops to do this successfully. I would highly recommend that time is taken
to help learners develop these skills with the support of these tasks.
Self assessment can be done by guiding learners through the level ladder and encouraging
them to tick off the descriptors they feel they have satisfied. Then they can use the
improvement ladder to help decide on suitable improvement targets. Peer assessment can
be useful because learners can learn from each other as well as engage with what is
required for each level.
Generally learners are reasonably accurate at assigning levels, but in self assessment there
is an issue that they may not be aware of misconceptions that have been made. If you
intend the learners to self assess a piece of work in class, it is worth making sure that you
challenge major misconceptions as you circulate.
With both these types of assessment, it is the process of discussing and deciding on a level
that is important, not necessarily whether the work is assessed to the correct sub-level. The
latter can be dealt with by the teacher.
Can these tasks replace tests?
Many science departments do too much summative testing, making learners sit as many as
twelve topic tests per year. What with marking and the time taken to do the test, this time
is better used doing formative assessment (assessment for learning). A lot of schools have
now moved to a model where the learners sit three summative tests a year, based on past
SATs questions, the results of which are used in reports. To replace the topic summative
tests, these level assessed tasks are used to bring in formative assessment strategies and
engage learners with progression and how to improve. This in turn improves their
achievement in tests.
A note to colleagues who teach in Wales
The Welsh system of teacher assessment involves moderating learner’s work within your
science department and sending samples to an external moderator to assess.
The Badger tasks are designed to support learners in achieving their best and making
improvements to improve achievement in science. So using these tasks with the level
ladder is not appropriate for assessment that will be submitted for moderation. However,
these tasks are suitable for use as practise and support approaches with the level ladder;
without the use of the level ladder, the tasks are suitable to be used for moderated teacher
assessments.
8A
DIGESTION (TN)
THE JOURNEY OF A CHEESE SANDWICH
NATIONAL CURRICULUM LINK
Organisms, behaviour and health:
life processes are supported by the organisation of
cells into tissues, organs and body systems
RESOURCES:
Lined and plain A4 paper.
Coloured pencils. Secondary
sources of information.
PRIOR LEARNING EXPERIENCE
Before learners attempt this task, they must have experienced:
• Food groups.
• Names and functions of organs of the digestive system.
• A model of absorption using particle theory and basic concept of enzymes, e.g.
Visking tubing model (for access to Levels 6-EP).
TASK
Explain the journey of a cheese sandwich through your digestive system by either
writing a story or drawing a cartoon.
RELATED LEARNING OBJECTIVES
2.1 Life Processes
Year 8: Describe how the organs and tissues in plants and animals function to support
the seven life processes in a healthy organism.
NOTES AND SUGGESTED APPROACHES
Please read the introduction to this book to get the most out of this task.
In class, use a starter activity as the stimulus to the task, introduce the task and level
ladder, allowing 30-40 minutes to complete it. Additional homework time is often
needed for this task. Suggested starter: decide on the food groups in a cheese
sandwich or order the organs of the digestive system. Allow learners to use secondary
resources such as class notes, text books and library books to develop their poster. In
the plenary, peer or self assess using the level ladder.
As homework, set as an outline draft using the level ladder; when collected, assess and
set improvement strategies (either through teacher, self or peer assessment) from the
level ladder and then allow learners to attempt to improve their work. Alternatively, the
task can be completed and assessed, then set individual tasks for specific
improvements.
Y8 LEVEL-A SSESSED T ASKS: T EACHER NOTES
ADDITIONAL GUIDANCE FOR ASSIGNING A LEVEL
Sub-levels may be assigned to indicate the extent of understanding within a particular
level.
Level
Teacher guidance
3
• A body outline may be drawn to show relevant organs in isolation.
• Cheese sandwich may be shown to be broken down.
• Some key words used as labels. Identifies that food gives the body energy.
4
• Scientific key words used to name major parts of the digestive system, e.g. mouth,
stomach, small intestine. Position and shape of major organs should be reasonably
accurate.
• Simple descriptions of organ functions, e.g. stomach churns and breaks up food.
• Food groups should be identified; bread = carbohydrate, cheese = fat.
5
• A majority of the organs of the digestive system are identified and basic functions
described.
• Position and shape of organs should be reasonably accurate, particularly major organs.
• Lists some uses of food in the body, e.g. growth and repair.
6
• May use alternative words, e.g. oesophagus, or identify parts of the small intestine.
• Food groups are identified, showing an understanding that more than one food group can
be in a given food, e.g. cheese is mainly fat but also contains some protein, vitamins and
calcium.
• A simple particle model is used to explain absorption and/or enzyme action.
7
• Accurate drawing of the shape and position, with detailed structure (the overall shape and
tissues that make it up, i.e. muscle) and function of some organs. This could be for just
one organ, if a sufficient demonstration of shape and function of the other organs is
included.
• Detailed account of the fate of the cheese sandwich throughout the digestive system.
• Detailed particle diagram illustrating that there are different enzymes for different food
groups and how the food is absorbed, using Visking tubing example.
• Make reference to specialised cells such as villi.
• The word equation for respiration is stated.
8
• Links structure and function of specialised cells as well as organs.
• The word equation for respiration is used, recognising that the food that contains glucose
can be broken down to release energy.
EP
• Demonstrates that glucose and oxygen travel in the circulatory system and that the
oxygen originates from the breathing system.
Y8 LEVEL-A SSESSED T ASKS: T EACHER NOTES
8 A T HE JOURNEY OF A CHEESE SANDWICH
8A
DIGESTION (TS3-5)
THE JOURNEY OF A CHEESE SANDWICH
TASK
You must explain the journey of a cheese sandwich through your digestive
system. You can choose to explain your ideas through either:
• writing a story;
• drawing a cartoon.
TOP TIPS
• Describe what happens in each organ of the digestive system.
• Consider which food groups are in a cheese sandwich.
KEY WORDS
anus, carbohydrate, fat, gullet, large intestine, liver, mouth, protein,
small intestine, stomach, teeth
Y8 LEVEL-A SSESSED T ASKS: T ASK SHEET (L3-5)
 BADGER PUBLISHING LTD
DIGESTION (LL3-5)
8A
THE JOURNEY OF A CHEESE SANDWICH
What is your target level? Use the level ladder to help you reach it.
To get
level
You might:
3
•
•
•
•
Draw a diagram to show that the food is broken down in the stomach.
Draw a diagram to show that food goes through the organs.
Name some organs.
State what food is used for by the body.
4
•
•
•
•
Name the major organs of the digestive system, using key words.
Describe simply the job of each organ.
Name the food groups in the cheese sandwich.
Describe simply what food is used for in the body.
5
•
•
•
•
Name most of the organs of the digestive system, using key words.
Describe what happens to the food in each organ.
Name the food groups in the cheese sandwich.
Explain why the body needs food.
Which level have you achieved? Choose one improvement target and try it.
It is important that you can communicate your ideas clearly in science.
Use this checklist to help:
Literacy tips
•
•
•
•
Spell the key words correctly.
Write in sentences, using capital letters and full stops properly.
Use apostrophes to show contraction and possession.
Use scientific language appropriately.
Numeracy tips
• Always try to use SI units.
• When stating statistics, choose metric units, such as kilometres not miles, metres not
feet, kilograms not pounds.
Y8 LEVEL-A SSESSED T ASKS: LEVEL L ADDER (L3-5)
 BADGER PUBLISHING LTD
8A
DIGESTION (TS5-7)
THE JOURNEY OF A CHEESE SANDWICH
TASK
You must explain the journey of a cheese sandwich through your digestive
system. You can choose to explain your ideas through either:
• writing a story;
• drawing a cartoon.
TOP TIPS
• Explain what happens in each organ of the digestive system.
• Describe which food groups are in a cheese sandwich.
• Use a model of particles or cells in your explanations.
KEY WORDS
absorption, anus, carbohydrate, digestion, dissolve, enzyme, fat, gullet,
hydrochloric acid, large intestine, liver, mouth, protein, small intestine,
stomach, teeth
Y8 LEVEL-A SSESSED T ASKS: T ASK SHEET (L5-7)
 BADGER PUBLISHING LTD
DIGESTION (LL5-7)
8A
THE JOURNEY OF A CHEESE SANDWICH
What is your target level? Use the level ladder to help you reach it.
To get
level
You might:
Name most of the organs of the digestive system, using key words.
Describe what happens to the food in each organ.
Name the food groups in the cheese sandwich.
Explain why the body needs food.
5
•
•
•
•
6
• Name all of the organs of the digestive system in order; you may use alternative scientific
names for some organs.
• Show knowledge of the shape and position of the major organs in the body.
• Explain what happens to the food in each organ.
• Describe why the body needs each of the food groups.
• Describe simply how enzymes are involved with digestion.
• Explain how food is digested and absorbed using a particle model.
7
• Describe in detail some of the organs of the digestive system, relating structure (shape) to
the function (job) of the organs.
• Explain in detail what happens to the food in each organ.
• Explain why the body needs each of the food groups, relating this to the process of respiration.
• Write the word equation for respiration.
• Explain how enzymes are involved with digestion.
• Explain how food is digested, absorbed and transported to the cells using a particle model.
Which level have you achieved? Choose one improvement target and try it.
It is important that you can communicate your ideas clearly in science.
Use this checklist to help:
Literacy tips
•
•
•
•
•
•
•
Spell the key words correctly.
Write in sentences, using capital letters and full stops properly.
Write in paragraphs where appropriate.
Use apostrophes to show contraction and possession.
Use cause and effect connectives such as: as a result, since... then…, …because… where appropriate.
Use sequencing connectives such as: firstly/secondly, …then…, after this… where appropriate.
Demonstrate a sense of audience in your writing.
Numeracy tips
• Use the correct, metric units (e.g. m, s, kg).
Y8 LEVEL-A SSESSED T ASKS: LEVEL L ADDER (L5-7)
 BADGER PUBLISHING LTD
8A
DIGESTION (TS7-EP)
THE JOURNEY OF A CHEESE SANDWICH
TASK
You must explain the journey of a cheese sandwich through your digestive
system. You can choose to explain your ideas through either:
• writing a story;
• drawing a cartoon.
Use detailed scientific models of particles and cells in your explanation.
TOP TIPS
• Explain in detail what happens in each organ of the digestive system.
• Explain which food groups are in a cheese sandwich and what they are used
for.
• Use a detailed scientific model of particles or cells in your explanations.
KEY WORDS
Decide on suitable key words for this task.
Y8 LEVEL-A SSESSED T ASKS: T ASK SHEET (L7-EP)
 BADGER PUBLISHING LTD
8A
DIGESTION (LL7-EP)
THE JOURNEY OF A CHEESE SANDWICH
What is your target level? Use the level ladder to help you reach it.
To get
level
You might:
7
• Describe in detail some of the organs of the digestive system, relating structure (shape) to
the function (job) of the organs.
• Explain in detail what happens to the food in each organ.
• Explain why the body needs each of the food groups, relating this to the process of
respiration.
• Write the word equation for respiration.
• Explain how enzymes are involved with digestion.
• Explain how food is digested, absorbed and transported to the cells using a particle model.
8
• Describe in detail some of the organs of the digestive system, relating structure (shape) to
the function (job) of the organs and a specialised cell.
• Explain in detail what happens to the food in each organ.
• Explain why the body needs each of the food groups, relating this to the process of
respiration.
• Explain in detail how enzymes are involved with digestion.
• Explain how food is digested, absorbed and transported to the cells using a detailed
particle model.
• Link the word equation for respiration to the process of digestion.
EP
As for Level 8, but also:
• Show detailed knowledge and understanding of how digestion is linked to other body
systems, using the word equation for respiration.
Which level have you achieved? Choose one improvement target and try it.
It is important that you can communicate your ideas clearly in science.
Use this checklist to help:
Literacy tips
• Write in paragraphs and check your spellings and your punctuation (full stops, commas, apostrophes
and capital letters).
• Use cause and effect connectives such as: as a result, since...then…, …because… where appropriate.
• Use sequencing connectives such as: firstly/secondly, …then…, after this… where appropriate.
• Demonstrate a clear sense of audience in your writing.
Numeracy tips
• Use the correct, standard units consistently.
Y8 LEVEL-A SSESSED T ASKS: LEVEL L ADDER (L7-EP)
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