Topic title: Big Ideas
Year group: 9
When taught: Autumn term
Overview: The big ideas have been developed in year 7 and 8, in the first part of year 9 we consolidate them and ensure understanding is secure before building on them at KS4. We also have a particular focus on literacy at this point and putting the work in context. In Year 9, the big ideas are developed further during the first term when we give students the chance to investigate some big questions in science such as, “how related to bananas are we?” and, “how quickly can humans accelerate?”. We have a particular focus on literacy in this part of the curriculum when students’ extract knowledge from texts from a variety of sources.
What the students targets for this topic?
1.All matter in the Universe is made of very small particles
- Objects can affect other objects at a distance building on the concept of magnetic and gravitational fields.
- Changing the movement of an object requires a force to be acting on it
- The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event
- Our solar system is a very small part of one of billions of galaxies in the universe
- Organisms are organised on a cellular basis and have a finite life span
- Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms
- Genetic information is passed down from one generation of organisms to another
- The diversity of organisms, living and extinct, is the result of evolution
Why is this important to know?
- Wynne Harlen and others in 2010 described the Big ideas in science as guiding principals we can use to explain the diversity of scientific phenomena. With a firm understanding of these principals students have a strong foundation in which to be able to build on more complex ideas.
Where does this link into our past and future learning?
- These concepts have been introduced in year 7 and 8 this topic gives students a chance to solidify their understanding before moving onto KS4 content.
How will we be assessed on this topic?
- This topic is assessed via an online assessment designed to diagnose misconceptions so they can be addressed later.
What makes a strong piece of work in this topic? What are teachers hoping to see?
- Attention to detail.
- Using correctly key terms (see below).
- Strong and clear explanations of biological processes, giving explanations for each step.
- Having a secure understanding of the bog ideas.
What wider reading can be done on this topic?
Which atoms that make up a human body – click here
Are there more grains of sand on our beaches or stars in the universe?
Click here for more information
How can chimps share 98 per cent of our DNA and be so different?
