Lesson Plan: B1.1.03


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

Context and
Landmark
Assessment		 B1.1.03
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
Why are there different types of animal cells?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Cells may be specialised to carry out a particular function: sperm cells, nerve cells and muscle cells in animals.
  2. Nerve cells have a long shape can conduct electricity so the can send messages between places in the body.
  3. Muscle cells have: - a long shape so they can contract causing movement - lots of mitochondria to gain enough energy through respiration.
  4. Sperm cells have: - a pointed head to be streamlined and to poke into the egg cell - tail to swim - lots of mitrocondria to generate the energy to swim.
  5. Cells may be specialised to carry out a particular function: root hair cells, xylem and phloem cells in plants.
  6. Root hair cells have a large surface area to absorb water and nutrients.
  7. Xylem cells in plants have: - no cytoplasm or other organelles, - no cell walls on the end, so they form a tube - cell walls strengthened with waterproof lignin To: - transport water around the plant - to strengthen the plant
  8. Phloem cells in plants have: - no cytoplasm or other organelles, - open ends with sieve plates between cells To: - transport 'phood' around the plant
  9. Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism.
Think about how you can match the needs of ALL students
Keywords:
  • Organ: a group of tissues that work together to perform a particular function. (1)
  • Tissue: a group of specialised cells that work together to perform a function. (1)
  • Adaptation: a change that an organism goes through in order to become better suited to its environment. (1)
  • Xylem: the vascular tissue in plants specialised to transport water and dissolved nutrients up the plant. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What are the names of specialised cells in animals?
    ells may be specialised to carry out a particular function: sperm cells, nerve cells and muscle cells in animals.
  2. How are nerve cells specialised for their function?
    Nerve cells have a long shape can conduct electricity so the can send messages between places in the body.
  3. How are muscle cells specialised for their function?
    Muscle cells have: - a long shape so they can contract causing movement - lots of mitochondria to gain enough energy through respiration.
  4. How are sperm cells specialised for their function?
    Sperm cells have: - a pointed head to be streamlined and to poke into the egg cell - tail to swim - lots of mitrocondria to generate the energy to swim.
  5. What are the names of specialised cells in plants?
    Cells may be specialised to carry out a particular function: root hair cells, xylem and phloem cells in plants.
  6. How are root hair cells specialised for their function?
    Root hair cells have a large surface area to absorb water and nutrients.
  7. How are xylem cells specialised for their function?
    Xylem cells in plants have: - no cytoplasm or other organelles, - no cell walls on the end, so they form a tube - cell walls strengthened with waterproof lignin To: - transport water around the plant - to strengthen the plant
  8. How are Phloem cells specialised for their function?
    Phloem cells in plants have: - no cytoplasm or other organelles, - open ends with sieve plates between cells To: - transport 'phood' around the plant
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