Lesson Plan: 1B.1.02


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 1B.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How are cells different from each other?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. the similarities and differences between plant and animal cell: - Plant and animal cells both have: cell membrane; cytoplasm; nucleus; mitochondria & ribosomes. - Only plant cells have: cell wall; permanent vacuole and sometimes chloroplasts.
  2. Students to sort diagrams (or photos for higher ability) of animal and plant cells based on their characteristics. - Root hair cell - Red blood cell - Elodea cell - Ciliated cell
  3. That cells have special characteristics, different organelles and shape, in order to fulfill their function.
  4. Root hair cells have a large surface area to absorb water and nutrients. RHC have no chloroplasts as light does not get to them.
  5. Red blood cells have a rounded shape to allow it to flow smoothly. Is red due to the iron compound used to carry oxygen. RBC have no nucleus and a biconcave cross section to increase oxygen capacity.
  6. Elodea cell have lots of chloroplasts to capture light.
  7. Ciliated cells have hairs on them to move substances around.
  8. NB: Do not use a palisade cell as this will be used in 3B.
Think about how you can match the needs of ALL students
Keywords:
  • Elodea cell: Elodea is a type of pond plant, the cells have lots of chloroplasts to capture light for the process of photosynthesis. (2)
  • Red blood cell: a rounded shape to allow it to flow smoothly. Is red due to the iron compound used to carry oxygen. RBC have no nucleus and a biconcave cross section to increase oxygen capacity. (2)
  • Ciliated cell: Have hair like structures to move substances around. (2)
  • Root hair cell: Have a large surface area to absorb water and nutrients. RHC have no chloroplasts as light does not get to them (2)
  • Function: The 'job' / what something does. (1)
  • Adapted: How something is different. (1)
  • Plant: A living organism which makes its own food. (1)
  • Animal: A living organism which feeds on other orgasms for food. (1)
  • Organelle: Part of a cell (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. Compare an animal and plant cells.
    Plant and animal cells both have: cell membrane; cytoplasm; nucleus; mitochondria & ribosomes. Only plant cells have: cell wall; permanent vacuole and sometimes chloroplasts.
  2. How are you able to tell the difference between an animal and plant cell?
  3. Give 3 examples of specialised plant or animal cells. How are they different to other cells and how does this help the cells complete their specialist function?
    That cells have special characteristics, different organelles and shape, in order to fulfill their function.
  4. What is the function of a root hair cell and how is the cell specialised to do this?
    Root hair cells have a large surface area to absorb water and nutrients. RHC have no chloroplasts as light does not get to them.
  5. What adaptations do red blood cells have in order to efficiently carry oxygen around the body?
    Red blood cells have a rounded shape to allow it to flow smoothly. Is red due to the iron compound used to carry oxygen. RBC have no nucleus and a biconcave cross section to increase oxygen capacity.
  6. What special adaptation do Elodea have? Why do they have this?
    Elodea cell have lots of chloroplasts to capture light.
  7. Why do ciliated cells have hairs?
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task