Learning objectives

Learners to use the mnemonic MRS NERG to remember the 7 life process.
Learners to be able to explain what makes something alive or not.

Connect:- 

Learners to complete thought shower around Biology and what they currently know.

Tutor to introduce learning amis and objectives 

Learners to complete are they alive or not task in lesson one presentation.

• learners to ascertain if the item is alive or not and try to explain why.

Activate   Introduction to unit 

1. What are we made up of?

   1. Learners to work through the passage of text with the tutor trying to complete the missing words.

2.What  are we made up of?

2. Tutor to intorduce the MRS NERG principle to the learners to determine if something is living or not.

Move

Reproduce

Sense

Nutrition 

Excretion

Respire 

Grow

Demonstrate 

1. Learners to complete the worksheet on the 'dat in the life of a living organism" - Can be done in pairs or individually.

2. Learners to attempt to identify what each word in MRS NERG means. Tutor to consolidate with the group.

3.  Learners to use the MRS NERG principle to assess if things are alive or not and to explain why they are/ or not alive.

4. Comparing Ecosystems - Learners to create a leaflet or poster to help explain to primary school children  how to know if something is alive or not.

   1. Ensure that the learenrs use illustrations that explain MRS NERG and include examples such as an animal, a tree, a rock, a robot and an Xbox.

Consolidate: 

1. Answer as many as you identifying if things are alive or not and explaining them.

2. Review lesson content

3. Introduce the next lesson

Leanring Objectives:

• To be able to recall the parts of plant, animal and bacteria cells.

• Learners to be able to compare the similarities and differences between animal and plant cells

• Learners to understand the function of some different cell structures.

Connect - Starter: - 

RE - Cap Previous lesson around MRS NERG

Learners to look at images and identify what they have in common

• learners to attempt to answer using the sentence prompts:

  • I think..

  • In my opinion...

  • There is evidence...

  • Thinking about...

  • This could suggest... However...

  • When you consider the evidence ,it could be argued.

Introduce lesson objectives

Activate 

1. What are we made of?

   1. Learners in pairs to disscuss what hummand are made off.

      1. guide discussion through bones muscles and skin and to the make up of humans such as cells organs.

2. Introduce the difference between a plant cell and an animal cell:

3. Ribosomes - Tutor to introduce the concept that not all cells can be seen and that some cells can only be seen using electron microscopes.

4. Leanrers to be introduced to Mitrocondira and the function.

Demonstrate 

1. Drawing conclusions leaners to answer questions around a house and the functions of the house.

   1. Tutor to introduce concept that cells have many different functions  and structures.

2. Telling the difference:

   1. learners to look at differnt cell images and indentify which is an animal and which is a plant cell. 

      1. Stretch learners by asking them to explain why they think it fits the category they have chosen.

3. Learners to discuss with each other why each image has mitochondria and why this is the case?

Consolidate: 

1. Answer as many as you identifying if things are alive or not and explaining them.

2. Review lesson content

3. Introduce the next lesson

Learning objective

• Learners to understand that some things can be very small

• Learners to understand that microscopes can be used to see small objects including cells 

• Learners apply practical skills to use a microscope.

Connect: -

Review Previous lesson content 

Learners to answer the question true or false - I Do not Believe things are living because I cant see them?

• learners to attempt to answer using the sentence prompts:

  • I think..

  • In my opinion...

  • There is evidence...

  • Thinking about...

  • This could suggest... However...

  • When you consider the evidence ,it could be argued.

Activate - 

Discuss whats smaller than an Ant and whats larger than a planent?

Watch the video of how things can be different sizes.

Tutor to introduce the history of microscopes

Tutor to describe what resoloution means and how we use it.

Group to identify different elements and safety features of a microscope.

Learners to draw microscope specimens 

Demonstrate 

Learners to use Microscope specimens and use light microscopes.

• learners to identify and explain what they see and the featuresused on the microscope.

Consolidate: 

Review lesson

What wen well (WWW)

Even Better if (EBI)

Introduce next lesson

Leanring objectives

Learners to be able to classify cells as prokaryotic or eukaryotic.

Learners to be able to identify animal , plant and bacteria cells

Connect :

Recap previouse lesson around microscopes and how to use them

Learners to look at image of a cell and work in small groups to identify if it is a plant or animal cell or something differnt.

Leanrers to disscuss amongst themselves and use sentance startaters to help them:

• • I think..

  • In my opinion...

  • There is evidence...

  • Thinking about...

  • This could suggest... However...

  • When you consider the evidence ,it could be argued.

Activate: 

1. Tutor to discuss cell classification and introduce learners to types typs of cells:

• Prokaryotes - Bacteria or Archaea

• Eukaryotes - Fungi, plants, animals and protists.

2. learners to look at two different cells (one  Prokaryotic  and one Eukaryotic) - in pairs

• learners t identify the differences and similarities between the two types of cells.

Demonstrate 

1. Learners to draw a bacterial cell and add as many labbles as they can - these can be provided at random to learners.

2. Learners to create an infographic (poster) comparing the two types of cells.

• learners will be succscsesjful if they include the difference in organelles, size, complexity and cell type.

Consolidate 

Recap the lessons content 

Sort the cell structures into the correct categories - provide learners with the following catogires:

Only Eukaryotic cells,  Only prokaryotic cells, all cells, other 

Provide learnres with cell structure titles:

• Cell wall

• cell membrane

• cytoplasm

• nucleus

• ribosomes

• plasmids

• flagellum

• mitochondreia 

Introduce next lesso

Tutor to set up around the room prior to lesson slides in presentation (slides 7- 14)

Leanring objective

• Learners to be able to know that there are different types of cells

• Learners to be able to explain how specialised cells are adapted for their function

• Learners to understand more about the cells that make up your body

Connect: -From last week  recap 

Learners to try and name as many specialised cells as they can

Introduce learning objectives

Activate

1. Tutor to lead discussion around what does specialised mean?

• something that is designed to do a particular job.

2.  Watch video around specialised cells 

• https://www.youtube.com/watch?v=u87QpOOkdxI 

Demonstrate 

1. Learners to complete Type of cell worksheet by working around the room and completing one for each cell (this can be less if a group activity or indivual based however gorup discussion must take place afer)

• learners to move around the room looking at the cell information provided and completing the worksheet.

2. Learners to discuss with each learner to find someone who can answer the questions on slide 15. to check understanding of cells.

Consolidate: - plenary

Recap lesson around cell differentiation 

Learners to identify what am I? using the terms from the lesson, learners mist attempt to identify and explain which cells humans have.
Introduce next lesson

Learning objective

Learner to be able to state what is meant by variation and describe the difference between genetic and environmental variation

Connect- 

1. Recap previous lesson around cell differentiation 

2. Learners to match famous faces to their relatives

3. Introduce learning objectives

4. Learners to review famous faces task by making notes on:

• what features were similar?

  • which features were difference?

  • what do you think caused these differences?

  • Why do you think it is important these differences exist?
    
    

Activate / Demonstrate

1.Learners to identify there own features considering:

• • What is there best feature?

  • Who have you inherited it from?

  • Are there any characteristics that are not inherited and caused by the environment?

  • Learners to think of characteristics caused by inheritance and environment.

2. Comparisons

• • learners to write Down least 5 similarities or differences between them and there partner.

  • Can learners identify which of these characteristics are inherited and which have been caused by the environment?

3. Tutor lead discussion around characteristics

• focusing on what a character is

• All all humans have different combinations of characteristics 

• the difference in our characteristics is called variation.

4. What characteristics? 

• Learners to be shown two pictures of Mr Men and asked to identify their characteristics.  i.e. Mr Sneeze has blue skin, long legs, red nose etc. Assess understanding of the term characteristic.

• learners to be shown potential parents and asked to hold up their “child”.  Ask students how they know that is their child – expect them to say “they have the same hair as their mother” etc. Highlight that these are inherited characteristics.

• Repeat for other 3 Character parings

5. Learners to Find the different variation of species in the paragraph, and highlight to show what caused the variation.

6. Learners to look at the characteristics and how they can be influenced by the enviroment or inheritance.

• learners to complete the Venn diagram with your ideas of characteristics that are influenced by inheritance, the environment or characteristics influenced by both

7. Key work task

• learners to read statments and identify the key words used within the lesson

 Consolidate:  

Recap lesson content.

Complete consolidation option 1, 2 or 3 (dependant on classroom ability)

1 - Identify if the the characteristics is Genetic, environmental or both

2.  Learners to explain in detail the difference between inherited and environmental variation 

3.  Exam style questions

Introduce next lesson

You will need 4 colours of plasticine for this lesson 

Learning objective

Learners are able to identify where DNA is found and describe the basic structures of DNA.

Connect

Recap previous lesson content around variation

Learners to spend time reflecting around:

• "Do we have the same DNA?"

Introduce learning objectives

Learners to consider IDentical twins:

• they are genticall identical, they have the same DNA. But what is DNA?

Activate

1. Tutor ton introduce facts around DNA and Genes using images and facts to gauge opinion from the learners.

• Watch video what is DNA - Learners to think and discuss the video in there pairs

2. DNA Structure - Tutor to introduce core structure of DNA:

• Made of base pairs:

  • Adenine 

  • Thymine

  • Cytosine

  • Guanine

  • Has a suger phosphate backbone

  • Shape is a double helix

• DNA  four bases (letters) make up the genetic code:

  • A always pairs with T

  • C always pairs with G

• Introduce the structure of DNA 

  • Base pairs are always the same but appear in different orders.

Demonstrate

1. learner's to attempt to label  each structure (DNA and Cell) in the image using the key words provided 

2. Learners to write down three things that they notice about the structure of DNA image.

3. Select one of the following tasks:

   1.  Complete modelling task and cut and stick worksheet

   2. Make a DNA model out of plasticine remember to include the sugar phospate backgroup and 4 differnt basees

• A aways bonds with T and C only bonds to G

Consolidate: 

Learners to describe the structure of DNA

Recap lesson contnet

Introduce next lesson

Learning objective

Learners understand how characteristics can be inherited.

Learners too be able to describe the difference between a gene and an allele

Connect

Recap previous lesson around DNA 

Thinking time - "do we have the same DNA'? has this answer changed from the beginning of the last lesson?

Introduce learning objectives

Learners to discuss questions around inheritance:

1. what makes babies?

What determines its gender?

2. why dont you look exactly like your family?

3. If my Partner has a  big nose and I have a small nose will our offspring have a medium size nose?

Activate: 

1. Learners to discuss case study Euan around freckles. Learners to discuss how and why Euan has freckles when his mom has them but his dad doesn't.

2. Tutor to discuss weaker genes and recessive genes and how they appear.

3. Tutor to introduce key definition for the lesson:

• Different forms of the same gene are called Alleles (pronounced Al-eels)

4. Learners to consider how many receive and dominant characteristics they may have.

5. tutor to discuss the following terms:

• Genotype - the genetic code an organism has.

• Phenotype is how the organism looks.

6. Tutor introduces Monohybrid inheritance - (the characteristics offspring inherit from parents)

• How is the sec of offspring determine at fertilisation?

• Tutor to explain a punnet square and how it can be used to explain gender within the human population.

• 
  

Group discussion around representing Allels

Demonstrate

4. Learners to identify weather the the Allels is recessive or dominant

5. Learners to complete the table of key words and definitions from the lesson

6. Learner's to copy and complete the paragraph explaining how the sex of offspring is determined at fertilisation.

7. Lolly pop stick chromosome test - Learners to complete lolly pop stick test and record findings in the table around chromosomes and offspring .

Consolidate: 

Review learning in the lesson.

Group to complete genotype table together

Introduce next lessons content.

Learning objective

Learners to describe how organisms can be grouped according to their features

Learners to describe the linear classification system

Connect:

Recap previous lesson around inheritance

Learners to complete Naming animals activity in pairs.

Recap naming animals activity 

Introduce learning objectives

Demonstrate/ Activate 

1. Tutor to lead discussion around Linnaeus and the first classification system for classifying organisms

• Kingdom

• Phylum

• Class

• Order

• Family

• Genus

• Species

2. learners to have a go at attempting to find the binomial name of the animal.

3.  Learners to use the images provided to research complete the classification names completing the table with there research

4. Learners to to assort different catogrys organisms into the correct catorgry to determine class. 

Consolidate

Review lesson content

introduce next lesson

You will require 1m pipes and ways to connect them to make squares - enough for 1 for each pair of learners 

• plastic pipe and connectors: 

https://www.screwfix.com/p/tower-round-upvc-white-conduit-20mm-x-2m/57073?tc=PT3&gad_source=1&gclid=CjwKCAiA29auBhBxEiwAnKcSqrh-S1mYYSyE_SPq53UzdywFeLCpFByr6epTG2yYVtA1G_G7enxhOxoCTpEQAvD_BwE&gclsrc=aw.ds 

https://www.screwfix.com/p/floplast-bends-90-white-21-5mm-5-pack/16240?tc=ZB7&gad_source=1&gclid=CjwKCAiA29auBhBxEiwAnKcSqmNoWh1EXzNS0w5v_6CRm8NylG-MOpPtFCvjhUKRQfWf1XSIRwBovRoCUG4QAvD_BwE&gclsrc=aw.ds 

Learning objectives : 

Learners to be able to use quadrants and plan and carry out field work

Learners to analyse data collected.

Connect :- 

Recap previous lesson

How man daises? Learners to work out how many daisies are in the image.

Introduce learning objectives 

Activate: 

1. Leanrers to look at information regarding daisies and try to answer the following questions:

• How do you estimate the number of daises?

• did you try to count them all?

• was there another method you used?

2. tutor to introduce quadrant method to estimate the number of plants in an area.

3. Calculating population size - 

Demonstrate 

3. learners to count the number of daises in 10 different locations of the nearby feild/ park

• learners can demonstrate the mean, mode, average however they must work out the mean 

  • Number of total daises found divided by the number of samples) 

Multiply the number by the number of quadrants that would fit into the field.

4. Learners to use the information and record it within a bar chart.

Consolidate

Review lesson content 

Answer consolidatation question

Review learning content for using.

Introduce next lesson

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.

Learning objective 

Learners to complete assignment using information from brief.

Connect 

Tutor introduction to assignment and hand out of assignment brief. Learners to read assignment briefs. 

Activate 

Tutor to lead discussion around assignment and confirm hand out date and hand in date. Discussion around assignment brief and structure and how it should be constructed. 

Demonstrate

 Learners begin assignments and work through individually at their own pace ensuring they meet key deadlines. 

Consolidate 

review of lesson with Q and A to check understanding.