Lesson Plan: 1B.1.03


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

Context and
Landmark
Assessment		 1B.1.03
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How do we use a microscope to see cells?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. DESIRABLE: To prepare a slide...
  2. To focus a (light) microscope, put your head to the side and raise the stage until it is as close to the objective lens as possible without making contact. Then looking through the microscope, wind the stage down using the coarse focusing knob. The fine focus using the smaller knob.
  3. Biological diagrams are line drawings of 'the generalised specimen'.
  4. Students to record cell structure as a labelled biological diagram as seen using a light microscope.
  5. What is the difference between a onion bulb cell and a daffodil bulb?
Think about how you can match the needs of ALL students
Keywords:
  • Light microscope: Device that uses visible light and a series of lenses to produce an enlarged image of an object. (2)
  • Focusing knob (1)
  • Light source (1)
  • Stage (1)
  • Objective lens (1)
  • Specimen: a sample of a substance or material for examination (1)
  • Eye piece (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. Why, when focussing a microscope, is it important to have the stage close to the objective lens at the start and wind the stage down as you focus?
    To focus a (light) microscope, put your head to the side and raise the stage until it is as close to the objective lens as possible without making contact. Then looking through the microscope, wind the stage down using the coarse focusing dial. The fine focus using the smaller dial.
  2. How should biological drawings be made?
    Biological diagrams are line drawings of 'the generalised specimen'.
  3. What organelles can be seen under a light microscope?
    Students to record cell structure as a labelled biological diagram as seen using a light microscope.
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