National 5 Biology
Unit 2
Multi-cellular
Organisms
Cells, tissues and organs
Cells Tissues  Organs  Systems  Organism
Learning Intentions
 I can explain what is meant by the term ‘specialisation of cells in animals and plants’.
 I can give details of how the structure of an animal cell or plant cell can relate to its function.
 I can state that the cells in organs are specialised for a specific function.
 I can describe the levels of organisation found in animals and plants.
Stem Cells and Meristems
Learning Intentions
 I can state that stem cells have the ability to divide to produce cells that can become different types
of cells.
 I can state that stem cells are involved in growth and repair.
 I can describe the role of meristems in plants.
 I can state that non-specialised cells can become any type of plants cell and they contribute to
growth.
Control and Communication
Learning Intentions
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I can describe the structure of the brain.
I can give details of the functions of the different structures of the brain.
I can describe the structure and function of the central nervous system (CNS).
I can state that the CNS is the communication system.
I can describe the role of sensory and motor neurons.
I can explain the role of sensory, relay and motor neurons in a reflex arc.
I can state that electrical impulses move along neurons.
I can explain the importance of synapses in the nervous system.
I can describe the different responses brought about by the CNS.
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I can explain what a reflex action is and give some examples.
I can explain the importance of reflex actions.
I can state the function of endocrine glands.
I can describe the role of hormones in signalling.
I can describe the role of the liver, pancreas, insulin and glucagons in controlling blood glucose
levels.
 I can state that glucose can be stored as glycogen in the liver.
 I can describe the causes and treatment of type 1 and type 2 diabetes.
 I can explain the importance of controlling blood glucose levels.
Reproduction
Learning Intentions
 I can describe the chromosome complement of gametes.
 I can describe the structure if the male and female sex cells and state where they are
produced.
 I can give details of the male and female reproductive structures, including their function.
 I can describe the process of fertilisation in animals.
 I can give details of the chromosome complement of a gamete and zygotes in animals.
 I can name the sex cells found in plants and state where they are produced.
 I can describe the reproductive structures found in plants and give their functions.
 I can describe the process of fertilisation in plants.
 I can give details of the chromosome complement of a gamete and zygotes in plants.
Variation and Inheritance
Learning Intentions
 To develop knowledge on inheritance
 To be able to describe and explain the difference between continuous and discrete
variation.
 To know the biological terms of genetics and inheritance. Such as phenotype, dominant,
recessive and true breeding and identify examples from given crosses
 To be able to use a punnet square to carry out a Monohybrid cross.
 To develop knowledge on polygenic inheritance.
 To develop understanding on family trees and the benefits they have.
Transport Systems
Plant Transport Systems
Learning Intentions
 To understand why multi-cellular organisms need transport systems.
 To understand the function of a leaf in transport systems of a plant
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To know the structures involved in transport of water and food around a plant
To understand the functions of transpiration in a plant
To describe the process of transpiration
To state the effects of environmental conditions on transpiration and how to measure this effect
Animal Transport Systems
Learning Intentions
 To understand why multi-cellular organisms need transport systems
 To have knowledge of the organs involved in animal transport systems
 To label a heart and describe the flow of blood around the heart
 To know the names and structures of the vessels involved in transporting blood around the
body
 To know the constituents of blood and their functions
 To label the structures of the lung and understand their role in transport of gases.
 To understand the need for digestion
 To know the organs of the alimentary canal and their role in digestion
 To know what happens to the final products of digestion
Lifestyle Choices
Learning Intentions
 To understand the effects of lifestyle choices on animals transport and exchange
systems
 To be able to identify that certain lifestyle choices can have a negative impact on peoples’
health.
 To be able to identify that certain lifestyle choices can have a positive impact on your health
 To identify the health risks individuals have with certain lifestyle choices.
 To investigate how exercise will affect an animals transport and exchange mechanisms
 To understand the need for vaccinations
 To debate the need for free NHS treatments for all diseases.