Doc Brown's Revision KS3 Science
BIOLOGY Unit 8A Food and digestion
What the Quiz is based on - original work schemes - programmes of study
All of KS3 Science is now under review
and the quizzes will be adapted to suit the NEW National Curriculum for KS3 Science
In this unit pupils learn:
• about different foods and how they can be combined to produce a balanced diet
• how food is broken down by digestion so it can be used by the body, for energy, growth and repair
In scientific enquiry pupils:
• consider the extent to which evidence about diet can lead to firm conclusions
• use a model to explore digestion
• use chemical tests to identify food types
• present and interpret data from secondary sources
• draw conclusions from observations and explain these using scientific knowledge
• investigate a question about nutrition using secondary sources of information
This unit is expected to take approximately 8 hours.
This unit draws on ideas about food and nutrition developed in the key stage 2 programme of study. It builds on unit 5A ‘Keeping healthy’ in the key stage 2 scheme of work and on unit 7A ‘Cells’.
The particle model of matter is introduced in unit 7G ‘Particle model of solids, liquids and gases’ and is revisited in this unit in the context of digestion.
The unit relates to other units that focus on life processes in humans: unit 8B ‘Respiration’ and unit 9B ‘Fit and healthy’, which revisits the concept of a healthy diet.
The energy transfer ideas of unit 7I ‘Energy resources’ are used in the context of digestion. Energy should be distinguished from ‘stuff’ (food as the energy resource or fuel).
This unit relates to unit 8A(i) ‘Exploring materials (food)’ and unit 9A(i) ‘Selecting materials (food)’ in the design and technology scheme of work.
At the end of this unit
in terms of scientific enquiry
most pupils will: use secondary sources of information to generate graphs or displays relevant to questions asked; recognise that interpretation of evidence about questions of health and diet may be difficult; identify and control relevant variables when investigating the action of an enzyme
some pupils will not have made so much progress and will: find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help, control relevant variables when investigating the action of an enzyme
some pupils will have progressed further and will: choose secondary sources to provide the information needed about food and diet; explain why interpretation of evidence about questions of health and diet may be difficult
in terms of life processes and living things
most pupils will: name nutrients, fibre and water as part of a balanced diet, identifying examples of foods in which they are found, and describe the role of the main nutrients in the body; use a model to describe how large molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body
some pupils will not have made so much progress and will: name some groups of nutrients and identify some examples of foods in which they are found; describe a balanced diet; recognise that blood transports products of digestion around the body
some pupils will have progressed further and will: explain why some nutrients have to be broken down before they can be used by the body and why some foods cannot be digested by humans
It is helpful if pupils:
• know that food is needed for activity and growth, and that an adequate and varied diet is needed to maintain health
• know that matter, including food, consists of particles, eg molecules, which can differ in size
• recognise that food provides energy for the body
Risk assessments are required for any hazardous activity. In this unit pupils:
• carry out chemical tests on a range of foods
• investigate the effect of saliva on starch
• plan and carry out their own investigation into enzyme activity
Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• scientific words relating to the structure of organisms, eg intestine, villus
• more specialised words relating to nutrition, eg carbohydrate, protein, enzyme
• words and phrases with similar but distinct meanings, eg take in and absorb, feeding and digestion
• words that extend their vocabulary, eg absorption
Through the activities pupils could:
• show relationships between ideas by using links which show purpose, eg in order to, so that, and reservations, eg although, unless, if
• select relevant information and link to other information, from a range of sources
• distinguish facts from hypotheses/theories/opinions and consider how far information is complete and helpful
• secondary sources to explore the constituents of food, eg diet software, CD-ROMs, dietary information leaflets, video clips of TV advertisements, other literature, which may include articles from magazines
• a range of foodstuffs for testing, sufficient to provide several samples rich in each of the major chemical groups in food, including foods that are found in the diet of other countries
• illustrative material relating to advertising claims for foods, eg from magazines
• database and spreadsheet software
• simulation software illustrating digestion and transport of substances in the blood
• a collection of food packaging, including cereal packets showing nutritional contents
• media reports, magazine, newspaper and television advertisements relating to food and diet
• visit a supermarket to find out more about foods
• look at menus and labels in fast-food outlets
• read articles in magazines and newspapers about issues relating to food and diet, eg for athletes, pregnant women, very young children
• find out about conflicts in dietary advice, and world food shortages
• extend their ideas about diet during holidays and visits to other families
• use the
internet to find information and advice on food and diet,
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