Y7 SoW Cells/Reproduction
Lesson Title/LO
Activities
1. Living things
3 Recognise the characteristics of living
organisms
4 Give reasons for classifying living or
non living
5 Describe the characteristics of living
and non living organisms
6 Classify living and non living
organisms
7 Justify the classification of living and
non living organisms.
S- Are these alive? PPT of different objects
and organisms. Discuss answers but don’t
correct
M- Can you fill in MRSGREN individually
(Movement, reproduction, sensitivity,
growth, respiration, excretion, nutrition)
In groups they have to find a way to explain
one of MRSGREN to the class. Could do role
play, poster, poem, song etc
Peer assess each other for clarity and info.
(Give criteria)
P- Have they changed their mind about
living/non living and why?
Resources
Practicals
Assessment
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Y7 SoW Cells/Reproduction
2. Cells
3. Identify parts of the cell
4. Compare the components of animal
and plant cells
5. Construct a cell
6. Classify cells as plant or animal cells
7. Justify classification as plant or
animal cell based on components
S- What is in a cell on whiteboard- students
to help fill in.
M- separate students into groups. 7 mins
per activity
- Crossword on go science( may need
to use your laptop too)
- Make a cell with materials given +
label
- Set questions from Nat Strategy
book 1.
- Match key word to job
- Taboo game
Students move around and complete all
activities
p- mini whiteboard feedback answers
Identify areas of own weakness.
Go Science 1
Live Text p6/7
activity fill in
spaces
Crossword
activity on Go
Science 1
Plasticine, pipe
cleaners, card,
tissue paper,
glue, scissors.
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Y7 SoW Cells/Reproduction
3. Using Microscopes
3 Identify parts of the microscope
4 Understand what the different parts
of the microscope are for
5 Construct a microscope slide
6 Sort pictures into small and large
based on understanding
7
S- Which of these is smaller? On PPT show
various pictures.
M- Show microscope.
Students label on a handout as it is being
described
Prepare onion cells under microscope and
draw.
p- bingo parts of microscope
Microscopes
Mounting needles
Slides
Cover slip
Onions
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4. Specialised cells
3 Remember the components of
specialised cells
4 Compare the specialised cell
components
5 Communicate the function of the
specialised cells
6 Contrast the structure and function
of different specialised cells.
7 Investigate different specialised cells
S- Q from Go Sci 1 Live Text P6/7.
M- In groups find out about 1 type of
specialise cell- why is it specialised.
Feedback to the class.
Look at Bioviewers and specialised cells,
could draw them.
P- Quick quiz on mini whiteboards, keywords
Go Science 1
Live Text
Bioviewers- specialised
cells
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Y7 SoW Cells/Reproduction
5. Cells, Tissues, Organs
3 Identify the different organs in the
body
4 explain how tissues are formed
5 Describe how different organs need
to work together
6 Classify the organs in different
systems
7 investigate why different organs are
needed in a system
S- Building blocks Q Go Science 1 live text
p14/15
M- Explain tissues and organs
Game in 2 teams on Go science- build the
robot
Activity worksheet- position organs in the
body
P- List of organs around room, students to
stand by name of organ matching clue. Do a
few at a time could do a
matching word exercise at same time.
Go Sci 1 Live
text
Activity
worksheet 1.7.1
(resources)
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Y7 SoW Cells/Reproduction
6+7 LAT
8. Cell reproduction
3 Observe that cells undergo division
4 Order the slides in event order
5 Describe the order of cell
reproduction
6 Discuss the consequences of
scientists studying cell division
7 Investigate the scientists research
into cancer cures.
S – Go Science 1 Live text Starter q p8/9
M- Microscopes set up with slides- Practical
The whole class then discuss the findings to
reach with guidance from the teacher, the
correct conclusions. Included in this could be
why scientists study cell division e.g. cause
and cure for cancer and other diseases. [A, V,
T] [AfL]
P- Today I found out ….
Go Science 1
Live text Starter
q p8/9
Microscopes
Prepped slides of cell
division at diff stages.
1.4.2 Investigating cell
division Pupils look at
prepared slides of cell
division through a
microscope. Their task
is not to consider
individual chromosomes
but just look at the cell
and the whole nucleus
and determine the
sequence of events that
starts with a single cell
and ends with a cell that
has divided into two.
They will need to be
told that the cells that
they are looking at will
show all of the stages in
random positions. They
should then record their
data as a series of
drawings of different
cells to show the correct
order of the sequence of
events. Pupils use skill
sheets 1, 2 and 3. (~30
minutes) [V, K
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Y7 SoW Cells/Reproduction
9. DNA (DOUBLE)
3 Identify characteristics that have
been passed down from parents
4 Draw a simple conclusion about the
characteristics passed down from
parents
5 Construct a model of DNA
6 Compare and contrast with siblings
the characteristics inherited
7 Form a theory relating to inherited
characteristics.
S- Draw biological parents (if possible- be
aware of LAC)
Identify characteristics that have been
passed down.
M- Extract DNA from Kiwi Practical (will need
to leave for 15 mins)
Clarify the difference between gene,
chromosome and DNA.
Draw diagram to show this.
Match chromosomes sheet
Make DNA model (either from sweets or
craft materials)
P- I now need to know …
AQA Core
biology 1b
worksheet.
Kiwi fruits, alcohol
stored in freezer, salt ,
soap sol, dist water,
water baths 60, pestle
and mortar, spatulas,
pipettes, filter paper,
conical flask,
Sweets, toothpicks, pipe
cleaners, sellotape,
straws.
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11. Reproductive Systems
3 Know the names of the parts of the
reproductive organs
4 Identify the main male and female
reproductive organs.
5 Describe the function of the main
reproductive organs.
6 Explain how the main reproductive
organs work.
7 Identify patterns in reproductive
behaviour.
S: Give students diagrams of the male and
female reproductive organs and get them to
label them. Go through this giving the
correct names
M- Review patterns in reproductions and
relate this to habitat and animal type
(Activity sheet 1.10)
General class discussion explaining how the
sperm reaches the egg to fertilise it.
P: Students use an unlabelled diagram of
sexual intercourse and starting with number
1 at the testes label the diagram to show the
route taken by the sperm. Can do on
whiteboards
Go Science Live
Text P22/23
Level 3/4
Badger y7
sheets (see
folder in staff
room)
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Y7 SoW Cells/Reproduction
12. The Menstrual Cycle
3 Describe changes that take place at
puberty.
4 Draw line graphs.
4 Associate the changes at puberty
with the two hormones testosterone
and oestrogen.
5 Explain how
oestrogen is used in controlling the
menstrual cycle.
6 Investigate how our knowledge of
hormones can be used to make the
contraceptive pill.
7 Evaluate as part of the discussion the
merits/disadvantages of the
contraceptive pill
S- Students make a list of changes that may
happen to male and female bodies as they
grow up. Some will be linked to puberty and
others will not.
M- Students plot changes in female
hormone levels as a line graph (Activity
sheet 1.13).
Students match the different changes that
take place at puberty to either testosterone
or oestrogen.
Students match a list of labels to the
diagram of the menstrual cycle (Can be done
as an interactive activity).
Students watch a video about the
contraceptive pill.
P: Students brainstorm some effects and
consequences of taking the contraceptive
pills. Answers may be as diverse as health
effects and effects on population size and
age profiles of populations. (AfL)
Go science Live
Text
(Activity sheet
1.13).
P26/27
Level 3/4
Badger y7
sheets (see
folder in staff
room)
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13. Fertilisation
S: Students read the newsflash from
4.Explain how fertilisation takes place. the textbook (page 22) about IVF
helping women over 50 have babies
5.Describe how IVF can be used to help and discuss the problems that may
couples have babies.
arise.
6.Explain how twins are produced.
M: IVF and population growth
7.Explain why IVF is more common in
(Activity sheet 1.11). Student use data
Europe than Africa.
to identify patterns in the data.
Students brainstorm ways in which
the sperm and egg could in theory
meet for fertilisation. This could
include ideas about both internal and
external fertilisation. They can then
watch the video of a sperm fertilising
an egg (Only about 30 seconds long).
Students use diagrams of a couple
having intercourse and draw onto the
diagram the path taken by the sperm
from the testes to the ovum in the
fallopian tube.
Students watch a video of a fertilised
group of cell dividing and then
splitting into two groups, and then
have a class discussion about what
this will make identical twins and how
non-identical twins are produced.
P: Students draw on diagrams of two
female reproductive systems the
sequence of events that produces
identical and non-identical twins.
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14. Birth
3. Identify parts of the body
involved in pregnancy
4. Describe the conditions
needed
for fetal development.
5. Describe how a baby develops
in the uterus and how it is born.
6. Describe the pros and cons of
Amniocentesis
7. Evaluate the design of
premature baby machines from
activity.
S- list what changes you think
happen to a women during
pregnancy
M- Watch video clip from Go
Sci
Do the drag and drop game
from Go Sci
Activity Sheet
Crossword from Pages24/25
Across the placenta
discussion- students could
work in groups to discuss
answers
Define all the keywords in own
words –peer assess
P- test on the keywords with
mini whiteboards
GO SCI ACTIVITY
SHEET 1.12.1
Pages 24/25 Live
Text
Level 3-6 Badger y7
sheets (see folder in
staff room)
Baby model box
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15. Plant reproduction
3. identify parts of a plant
4. Describe what each part of the
plant is for
5. Describe how reproduction
takes place
6. Sort the events of plant
reproduction into order
S- Arrange the parts of the
plant( Cut and paste activity)
M- Students produce a
cartoon strip showing the
process of plant reproduction.
Compare sexual and asexual
reproduction in plants.
Clone a germanium or
trathacanthia (spelling may
need to be checked!)
p- Arrange a flow diagram on
the board, students to assist
with putting into order the
events.
16 + 17 Revise and test
Clone a plant
Rooting powder, soil, cups,
plants, scissors.
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