Curriculum Map- Biology
Term 2
Academic Session 2022 – 2023 Term 2 Class 5
Dates/ Topics
Specific Learning Objectives
Lesson#
1.1 Pointing out the flaws and
Lesson#1 Half Yearly Scripts Revision
correcting them
1.2 Recognise the main
components of the
respiratory system and their
functions.
1.3 Know the difference between
7Ca Muscles and breathing
Lesson#2 Breathing 1.4 and respiration.
1.5 Understand the term ‘gas
exchange’.
1.6 Understand the term
‘aerobic respiration’ and
correctly use the terms
7Ca Muscles and Breathing ‘breathing’ and ‘respiration’.
1.7 Know and describe the
mechanism of breathing to
move air in and out of the
lungs.
Lesson#3
1.8 Identify the role of muscles
and diaphragm in facilitating
inhalation and exhalation
Lesson#4 1.9 Learn about the circulatory
7Cb Muscles and Blood (cardiovascular) system.
1.10 Identify the parts of the
heart.
1.11 Explain heartbeats and what
a pulse is and where they can
locate their pulse on their
Total Number of Classes = 26-36 Teacher: Mysha Fahmida Khan
Resources/Activities Outcome
 Students know where they lost their
 Class discussion and participation
marks and can act accordingly
 Warm up by asking students:
 What do you know about your
lungs?
 What do you know about the
 Students can recall and describe how
respiratory system?
muscles in the gas exchange system
 Class Discussion on gas exchange,
allow ventilation
breathing and ventilation

 Youtube Video: “Visualization of Airflow
Through the Human Respiratory System”
by BSC CNS
 Class discussion on how muscle cells are
adapted to their function
 Revision Worksheet on Lungs
 Students can describe what happens
 Class discussion on inhaling and
during gas exchange in the lungs
exhaling- ask the students to breathe,
and explain why the ribcage moved
upwards while the diaphragm contracts
2 Warm up by asking students:  Students can describe the role of muscles
 What do you know about your in the heart
heart?
 What do you know about the
circulatory system?
 Think about your blood.
 How do you think it travels around

body.
1.12 Explain how blood travels
around the body.
Lesson#5 7Cb Muscles and Blood 1.13 Identify blood and its
components
1.14 Understand the structure
and functions of the human
skeleton, to include support,
protection, movement and
Lesson#6 7Cc The Skeleton making blood cells.
1.15 Explain the relationship
between muscles and bones
to bring about movement at
the elbow and shoulder.
Lesson#7 7Cd Muscles and Moving 1.14 Understand the function of
antagonistic muscles in
movement.
1.15 Compare the range of
movement of a variety of
human joints.
your body?
 How long do you think it takes to
travel around the body?
 Class discussion on pulse rate, chambers,
blood vessels
 Divide class into four groups-arteries,
veins, blood vessels and capillaries. Make
them go in trains and pass something
thinking its blood that they are
transferring to and from the heart
 Students can describe the functions of the
 Class discussion in blood and its parts
different parts of blood
 Explain the circulatory system (make
 Students can describe where the different
students draw the circulatory system)
components of blood are made
 Observe bones and/or skeletons, either
as specimens or in
drawings/photographs; Identify the skull,
vertebrae, ribs, sternum, and pelvis/hip  Students can describe the functions of
bones; different bones in the skeleton
 Relate the structure of these named  Students can describe some different
bones to the functions of the skeleton; types of joint
 Understand the term ‘joint’ and observe
the location and range of movement of a
variety of joints;
 Describe the basic parts of a joint;  Students can antagonistic pairs of
Classify joints as different types muscles operate and are controlled, o
 Understand why antagonistic muscles allow movement
are used to move bones in many joints
 Make a model to show the action of the
biceps and triceps as an example of an
antagonistic pair;
 Use a knowledge of bones

1.16 Define the different classes
of drugs
1.17 Identify different types of
drugs
Lesson#8 7Ce Drugs
1.18 Outline the function and
impact of each class of drugs
1.19 Provide detailed information
on one drug
1.20 Correlate drugs and their
Lesson#9 7Ce Drugs and Sport activities with drugs
1.21Give a quick revision on 7C
Revision Worksheet-1 on Unit 7C
Lesson#10
Revision Worksheet-2 on Unit 7C
Lesson#11
Class Test-1 on Unit-7C (25-30 marks)
Lesson#12
1.14 Know the difference
between abiotic and biotic
factors, using examples of
each.
1.15Understand the effect of
Lesson#13 7Da Variation changing environmental
conditions on the number
and distribution of organisms
in a variety of habitats.
1.16 Interpret habitats, species
and variations
Lesson#14 7Da Charts and Graphs 1.17 Identify independent and
dependent variable
1.18 Interpret variables on x/y
axis
1.19 Identify bar charts,
and joints to identify problems
with them.
 Warm up the class with:
 Drugstores and pharmacies
 How some drugs are helpful
(salbutamol) whereas misuse is  Students can recall how different
bad drugs affect the body
 Class discussion on “Substance misuse”
and “Recreational Drugs” and Q/A solve
 Worksheet Homework
 Summarise the entire unit  Students can identify how drugs
 Class discussion and Q/A solve benefitted and banned athletes
 Identify and give examples of
variation and habitats
 Explain how different habitats  Students recall what a species is
affect different animals  Students can describe variation as
 Give examples of hybrids (Liger) continuous or discontinuous
 Worksheet on
Continuous/Discontinuous variation
 Present grouped and ungrouped  Students can present information as
data and make them choose bar charts and scatter graphs
dependent and independent  Can identify relationships using scatter
variable graphs
 Interpret these data into different
 frequency diagram, normal
distribution (bell-shaped),
scatter graphs and line of
best fit
1.20 Know how living organisms
are adapted to their habitat,
relating these principles to a
range of organisms in the
local and the wider
environment.
Lesson#15 7Db Adaptations
1.21 Outline inherited variation
1.22 Contrast sperm cells and egg
cells
1.23 Compare genes and outline
features children inherit from
parents
1.24 Understand the effect of
changing environmental
7Dc Effects of the
Lesson#16 conditions on the number
Environment
and distribution of organisms
in a variety of habitats.
Lesson#17 7Dd Effects on the 1.25 Understand the terms
Environment ‘producer’, ‘primary
consumer’, ‘secondary
consumer’, ‘tertiary
consumer’ and
‘decomposer’.
1.26 Identify competition
1.27 Know the interdependence
diagrams
 Relate continuous data with groups
 Describe the adaptations of a range
of organisms to a diverse range of
habitats;
 Explain how particular adaptations
increase the chances of survival;  Students identify and describe some
 Compare adaptations of plants and adaptations for different habitats
animals that live in similar and in  Students describe how inherited
contrasting habitats; variation is caused
 Identify and give examples of
inherited variation;
 Explain how inherited variation is
caused (does not include genes).
 Describe how physical
environmental factors vary in a
habitat, both on a daily basis and
seasonally;
 Identify and give examples of  Students can identify causes of
environmental variation; environmental variation
 Research physical and behavioral  Students can describe adaptations to
adaptations of organisms to daily daily and seasonal changes
and seasonal changes e.g.
deciduous and evergreen trees,
nocturnal organisms, hibernation
and migration.
 Observe/count a variety of  Students can describe ways in which
organisms using pictures or in the organisms affect their habitats and
field; communities
 Make/use simple identification  Students can use a food web to make
keys; predictions
 Group animals according to their
diet using the terms ‘carnivore’,
‘herbivore’, ‘omnivore’;
  Use information/observations to
construct food chains and food
of organisms in the
webs;
environment in terms of
 Identify food chains within food
feeding relationships by
webs;
drawing and interpreting
 Use a food web to identify:
food chains and food webs.
producers, consumers, predators,
prey.

1.28 Interpret pyramid of

numbers
1.29 Outline poisons: pesticides  Recall chemical energy stored in  Students can use pyramids of
that can be useful and food numbers to describe how energy is
Lesson#18 7De Transfers in Food Chains harmful to the environment  Recall ‘law of conservation of lost in a food chain
1.30 Explain ways in which energy energy’  Explain how pesticides need to be
is lost between trophic levels.  Class discussion and Q/A solve used carefully
1.31 Explain how toxic materials
can accumulate along food
chains.
7De Nomads (Summarise entire unit) + Revision Worksheet-1 on Unit 7D
Lesson#19
Revision Worksheet-5 on Unit 7D
Lesson#20
Class Test-2 on Unit-7D (25/30 marks)
Lesson#21
Revision Worksheet on 7C and 7D
Lesson#22
Revision Worksheet on 7A, 7C, 7D
Lesson#23 Homework- Revision Worksheet on 7A, 7C, 7D

Class Test-3 on Unit-7C and 7D-MCQ (30 marks)

Lesson#24
Final Exam-Preparation: Revision Worksheet
Lesson#25
Final Exam Preparation: Board Work and Discussion on Revision Worksheet
Lesson#26