SUBJECT
Science
Prior learning
(check earlier Key
Stages)
YEAR
GROUP: 7
KS2 'Life processes':
Pupils should have been taught...
a. that the life processes common to humans and other animals include nutrition, movement, growth
and reproduction
b. that the life processes common to plants include growth, nutrition and reproduction
c. to make links between life processes in familiar animals and plants and the environments in which
they are found
Lesson number and title
LEARNING OUTCOMES – What will your learners be able to do by the end of the
Timing
lesson (how will you know?). Use Bloom’s Taxonomy
1
2
What is biology and
what are the eight
characteristics of
living organisms?
The miscroscope
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Learning objectives...
 Revise what 'living' means.
 Identify and give examples of the eight characteristics of living organisms.
 Define the terms; cell, tissue, organ, organ system.
Learning outcomes...
 Define the word biology
 State the eight characteristics of life
 Describe each of the characteristics of living organisms
 Define the words / terms; cell, tissue, organ and organ system
Learning objectives...
 Use a microscope safely and effectively
 Prepare simple specimens on a slide for observation using a microscope
 Make observations using a microscope and to record these as drawings
Learning outcomes...

Label a diagram of a microscope
 Prepare a temporary mount of common objects
 Articulate the correct way to use a microscope
 Demonstrate safe use of a microscope
 Draw your observations of the slide
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Specific
resources
Thorso model
Class set of
‘body systems
and MRS
H.GREN’
worksheets
Packet of
post-it notes
Class set of
microscopes
Selection of
materials as
objects for
observation:
sugar and salt
crystals, sand
and soil,
acrylic yarn,
wool, linen,
cotton, silk,
newspaper or
other printed
material, a
paper towel or
hair.
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Class set of
microscope
slides.
Box of cover
slips
Learning objectives
 Use a microscope safely and effectively
 Prepare simple specimens on a slide for observation using a microscope
 Make observations using a microscope and to record these as drawings
 Recognise cell structures in plant cells
 Describe the functions of cell structures.
3
4
Plant cells
Animal cells
Learning outcomes
 Prepare a specimen for microscopic observation, and correctly focus the
microscope to view it
 Describe how the objects appear under low magnification
 Make careful drawings of the objects viewed
 Recall that plant cells have a cell membrane, cytoplasm and nucleus, as well as
a cell wall, chloroplasts and often a large central vacuole.
 Describe how each type of cell structure has a specific purpose in the cell.
Learning objectives
 Use a microscope safely and effectively
 Prepare simple specimens on a slide for observation using a microscope
 Make observations using a microscope and to record these as drawings
 Recognise cell structures in animal cells
 Describe the functions of cell structures.
Learning outcomes
 Prepare a specimen for microscopic observation, and correctly focus the
microscope to view it
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Class set of
microscopes
Class set of
microscope
slides.
Box of cover
slips
A white
onion
6 dropper
bottles of
iodine
solution
Pre-prepared
plant cell
material from
the 'A' level
slide
collection
Class set of
microscopes
Class set of
microscope
slides.
Box of cover
slips
6 dropper
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



Describe how the objects appear under low magnification
Make careful drawings of the objects viewed
Recall that animal cells have a cell membrane, cytoplasm and nucleus
Describe how each type of cell structure has a specific purpose in the cell.
Learning Objectives

5
6
Specialised cells
Making a model cell
(1)
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Recognise that some cells are adapted to do special jobs
Learning outcomes
 Recall that plant and animal cells have a cell membrane, cytoplasm and
nucleus.
 Recall that plant cells also have a cell wall, chloroplasts and often a large
central vacuole.
 Describe and explain the adaptations of special animal cells - red blood cell,
sperm cell, ciliated epithelial cell and nerve cell.
 Describe and explain the adaptations of special plant cells - root hair cell and
xylem cells.
Learning objectives
 Use an knowledge and understanding of cell structures to make a model cell
and produce an information card about cells.
Learning outcomes

Recall that plant and animal cells have a cell membrane, cytoplasm and
nucleus.

Recall that plant cells also have a cell wall, chloroplasts and often a large
central vacuole.

Make an information card, perhaps using a key, to describe
what cells are

Produce a plan to help you make a model cell

Manage your time!
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bottles of
iodine
solution
Pre-prepared
plant cell
material from
the 'A' level
slide
collection
Class set of
7A5 Specialised
cells
worksheet
Torso model
Pre-prepared
animal and
plant cell
material from
the 'A' level
slide
collection
A variety of
materials for
making
model cells:
plastic and
cardboard
cartons, cling
film, dried
peas / broad
beans, golf
balls or ping
pong balls,
wallpaper
paste
(optional and
make
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appropriate
risk
assessment),
plastic bags,
scissors,
glue.
7
Making a model cell
(2)
Learning objectives
 Use an knowledge and understanding of cell structures to make a model cell
and produce an information card about cells.
Learning outcomes

Recall that plant and animal cells have a cell membrane, cytoplasm and
nucleus.

Recall that plant cells also have a cell wall, chloroplasts and often a large
central vacuole.

Make an information card, perhaps using a key, to describe
what cells are

Display and discuss your model cell with your peer group

Assess the work of a peer and highlight what they need to do to make their
work even better!
Class set of
laminated
badger task
sheets 7A
Task Sheet
'making a
model cell
(L3-5) and
(5-7).
Class set of
laminated
badger task
sheets 7A
Task Sheet
'making a
model cell
(L3-5) and
(5-7).
Class set of
laminated
badger task
sheets 7A
Improvement
Ladder
'making a
model cell
(L3-5) and
(5-7).
Class set of
laminated
worksheets
7A7 (a), (b)
and (c).
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