Lesson Plan: B1.1.02


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

Context and
Landmark
Assessment
B1.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How is a plant cell different from an animal cell?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Most animal cells have the following parts: - a nucleus - cytoplasm - a cell membrane - mitochondria - ribosomes.
  2. In addition to the parts found in animal cells, plant cells often have: - chloroplasts - a permanent vacuole filled with cell sap - cell wall
  3. Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.
  4. Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions.
  5. Students should be able to use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.
Think about how you can match the needs of ALL students
Keywords:
  • Ribosomes: organelles specialised to synthesis proteins. (1)
  • Mitochondria: the site of respiration within the cell. (1)
  • Cytoplasm: the liquid material within a cell which is the site of chemical reactions. (1)
  • Organelle: specialised structures found within a cell. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What sub-celluar structures are found in most animal cells?
    Most animal cells have the following parts: a nucleus, cytoplasm, cell membrane, mitochondria, ribosomes.
  2. What additional sub-celluar structures do plant cells often have?
    In addition to the parts found in animal cells, plant cells often have: chloroplasts, permanent vacuole filled with cell sap, cell wall.
  3. What are plant and algal cell walls made of to strengthen the cell?
    Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.
  4. How are each of the following sub-ceullular structures related to their functions: nucleus, cytoplasm, cell membrane, mitochondria, ribosomes, and plasmids (bacterial cells)?
    Nuclues - controls activities of the cell, contains DNA. Cytoplasm - site of chemical reactions, liquid for substances to diffuse/move. Cell membrane - controls movement of substances in and out of cells, partially permeable mebrane. Mitochondria - site of respiration, large surface area to volume ratio from folds. Chloroplasts - site of photosynthesis, contains chlorophyll to absorb light energy. Ribosomes - site of protein synthesis, they are very small. Plasmids - single loops of DNA, control activity of the cell.
  5. What is the estimated size of an ant, the diameter of a hair, the length of a leaf cell, the size of a red blood cell, the length of bacterium, the size of a virus, the diameter of DNA and the size of a carbon atom.
    The estimated size of an ant 3mm, the diameter of a hair 100um, the length of a leaf cell 70um, the size of a red blood cell 7um, the length of bacterium 1um, the size of a virus 100nm, the diameter of DNA 2.5nm and the size of a carbon atom 0.34nm.
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