B1: Influences on life
Page 1 of 10
Lesson B1.1: Classification
Specification learning
outcomes
1.1 Demonstrate an
understanding of how biologists
classify organisms according to
how closely they are related to
one another including: a)
Species – groups of organisms
that have many features in
common, b) Genus – contains
several species with similar
characteristics, c) Family –
comprising of several genera,
d) Order – comprising of several
families, e) Class – comprising
of several orders, f) Phylum –
comprising of several classes,
g) The Five Kingdoms –
animalia, plantae, fungi,
protoctista and prokaryotae
1.2 Describe the main
characteristics of the five
kingdoms including: a) Animalia
– multicellular, do not have cell
walls, do not have chlorophyll,
feed heterotrophically, b)
Plantae – multicellular, have
cell walls, have chlorophyll,
feed autotrophically, c) Fungi –
multicellular, have cell walls,
do not have chlorophyll, feed
saprophytically, d) Protoctista –
unicellular, have a nucleus, e)
Prokaryotae – unicellular, have
no nucleus
1.3 Explain why scientists do
not classify viruses in any of
the five kingdoms and regard
them as non-living
HSW statements
HSW 2 The
interpretation of data,
using creative thought,
to provide evidence
for testing ideas and
developing theories
HSW 3 Many
phenomena can be
explained by
developing and using
scientific theories,
models and ideas
HSW 11 Presenting
information,
developing an
argument and drawing
a conclusion, and using
scientific, technical
and mathematical
language, conventions
and symbols and ICT
tools
HSW 14 How
uncertainties in
scientific knowledge
and scientific ideas
change over time and
the role of the
scientific community
in validating these
changes
Prior learning
from KS 3
Year 7 Use data to
describe common
features of some of
the main taxonomic
groups of animals
and plants, e.g.
mammals,
flowering plants
Year 9 Analyse a
range of evidence
that aids the
identification and
classification of
plants and animals
Exemplar teaching activities
Starter: Plants and animals
Show students a range of plants and animals (real
or pictures) and ask them to identify two major
groups of organisms. Ask students why they can
divide the organisms into two groups.
Main: The problem with Euglena
Students use Worksheet B1.1b to construct an
argument on the classification of Euglena as a
plant or animal or neither. Working in pairs,
students cut out the cards and sort them into
three groups – those that support the idea that
Euglena is a plant, those that support the idea
that it is not a plant and those that don’t inform
them either way. Students then decide what they
think and construct an argument.
Note Euglena is currently classified as an alga,
and all algae are placed within the Kingdom
Protoctista.
Plenary: Jumbled sentences
Ask students to make up a sentence for each of
these groups of three words: bacteria, virus,
kingdom; move, grow, respire; plant, animal,
respire; plant, photosynthesis, respire; fungi,
saprophyte, growth. Students work in pairs to
come up with the best sentence they can before
reading out their sentences to a larger group or
the whole class. The sentences could be scored
on their accuracy and/or interest.
Homework: Worksheets B1.1c (for students
requiring extra support) and B1.1d (for those
working at a higher level) contain questions on
classification.
Main
differentiation
Resource
sheets
Stretch: Ask
students to identify
limitations in their
arguments (e.g. not
all the facts are
known).
Worksheet B1.1b
Support: Provide
students with the
phrases for a
writing frame for
an argument: ‘I
think that…’ ‘This is
for the following
reasons.’ ‘Firstly,’
‘In addition,’
‘Moreover,’ ‘Some
people argue
that….’ ‘However,’
‘Therefore, in spite
of this
counterargument, I
still believe that…’
Worksheet B1.1c
Worksheet B1.1d
BTEC Links
Unit 3 P2
B1: Influences on life
Page 2 of 10
Lesson B1.2: Vertebrates and invertebrates
Specification learning
outcomes
1.4 Describe the main
characteristics of the
phylum Chordata as
animals with a supporting
rod running the length of
the body, an example of
this being the backbone in
vertebrates
1.5 Explain how scientists
place vertebrates into
groups based on: a)
oxygen absorption
methods – lungs, gills and
skin, b) reproduction –
internal or external
fertilisation, oviparous or
viviparous, c)
thermoregulation –
homeotherms and
poikilotherms
1.6 Demonstrate an
understanding of the
problems associated with
assigning vertebrates to a
specific group based on
their anatomy and
reproduction methods and
why many vertebrates are
difficult to classify
HSW statements
HSW 2 The
interpretation of
data, using creative
thought, to provide
evidence for testing
ideas and developing
theories
HSW 6 Collecting
data from primary or
secondary sources,
including the use of
ICT sources and tools
HSW 11 Presenting
information,
developing an
argument and
drawing a
conclusion, and
using scientific,
technical and
mathematical
language,
conventions and
symbols and ICT
tools
Prior learning
from KS 3
Year 7 Explain the
major functions of
the skeletal
systems in plants
and animals,
including support,
protection,
anchorage,
movement and
production of red
blood cells
Year 7 Use data to
describe common
features of some
of the main
taxonomic groups
of animals and
plants, e.g.
mammals,
flowering plants
Year 9 Analyse a
range of evidence
that aids the
identification and
classification of
plants and animals
Exemplar teaching activities
Main differentiation
Resource sheets
Starter: Groups of animals
Ask students to name some groups of animals and write
them on the board. Ask students what features they
would look for to be sure about putting an animal in a
certain group. Then look for connections between the
suggested groups to see which groups could be grouped
with other groups to form subgroups inside a larger
group.
Stretch: Ask students
to choose two of the
organisms and to find
out the full
classification for them
(i.e. all the groups that
they are in, from
kingdom down to
species).
Worksheet B1.2c
Main: Vertebrate research
Students use Worksheet B1.2c to carry out Internet
research to find the common names of a variety of
vertebrates. Before starting the activity, ask students
how they are going to find the information quickly.
Explain that they should scan the texts that they find
for key words (rather than reading through everything).
Students classify the animals on the sheet into one of
the five groups of vertebrate. For most students,
remove the bottom part of the sheet, which has
descriptions of the five vertebrate classes.
Plenary: Design a vertebrate
Ask students to design a vertebrate and make a list of
its features. They should then swap their designs with
others. Each ‘animal’ is then classified as one type of
vertebrate, giving reasons for the classification and
identifying any characteristics of the animal that are
not usually found in that group of vertebrates.
Homework: Worksheets B1.2d (for students requiring
extra support) and B1.2e (for those working at a higher
level) contain questions on vertebrate.
Support: Leave the
bottom part of the
sheet on before
photocopying.
Worksheet B1.2d
Worksheet B1.2e
BTEC
Links
Unit 3 P2
B1: Influences on life
Page 3 of 10
Lesson B1.3: Species
Specification learning
outcomes
1.7 Discuss why the
definition of a species as
organisms that produce
fertile offspring may have
limitations: some organisms
do not always reproduce
sexually and some hybrids
are fertile
H 1.8 Explain why binomial
classification is needed to
identify, study and conserve
species, and can be used to
target conservation efforts
1.9 Explain how accurate
classification may be
complicated by: a) variation
within a species H b)
hybridisation in ducks c)
ring species
1.19 Explain the role of the
scientific community in
validating new evidence,
including the use of: a)
scientific journals, b) the
peer review process, c)
scientific conferences
HSW statements
HSW 3 Many
phenomena can be
explained by
developing and using
scientific theories,
models and ideas
HSW 4 There are
some questions that
science cannot
currently answer and
some that science
cannot address
HSW 6 Collecting data
from primary or
secondary sources,
including the use of
ICT sources and tools
HSW 11 Presenting
information,
developing an
argument and drawing
a conclusion, and
using scientific,
technical and
mathematical
language, conventions
and symbols and ICT
tools
HSW 14 How
uncertainties in
scientific knowledge
and scientific ideas
change over time and
the role of the
scientific community
in validating these
changes
Prior learning
from KS 3
Year 7 Recognise
how organisms that
belong to the same
species share many
characteristics
Exemplar teaching activities
Main differentiation
Starter: Odd one out
Students identify the odd one out in each of these lists.
There is more than one answer for each but the lists
are designed to get students to think about what a
species is and how they are named to avoid confusion.
The lists involving binomial names contain Higher Tier
material.
Stretch: There is an
excellent role-play
exercise on the Sense
About Science website
that deals with the
peer-review process in
detail.
Poodle, Labrador, fox, Alsatian (e.g. fox – others are all
the same species); African donkey, Icelandic horse,
New Forest Pony, Shetland pony (e.g. donkey – others
are all the same species); Canis lupus, dog, perro,
chien (e.g. Canis lupus is a scientific name); Cypraea
tigris, Panthera leo, Panthera tigris, Panthera pardus
(e.g. Cypraea tigris, which is actually a species of sea
snail)
Support: Read through
Skills Sheet 4 with the
group. Ask groups of
students to design and
act out a sketch to
demonstrate what
happens in the peerreview process.
Main: Peer review
Students use Skills Sheet 4 to find out more about the
peer-review process. Follow this by using Worksheet
B1.3d, which gives students practice in looking at the
quality of simple observations and conclusions.
Students could identify and underline (using different
colours) parts of each extract that demonstrate
different aspects of good scientific writing, and then
parts that demonstrate a lack of those qualities.
Plenary: Ask a scientist
Ask each student to write a multiple choice question
based on what they have learned in this lesson. There
should be four choices. The students share their
questions with one another, and provide feedback on
how clear each question was and how easy it was.
Identify with the class which learning objectives were
not covered by the multiple choice questions. This may
be because those topic areas are still not understood
properly and so may allow you to find weak points in
students’ understanding.
Homework: Worksheets B1.3e (for students requiring
extra support) and B1.3f (for those working at a higher
level) contain questions on species and hybrids.
Resource
sheets
BTEC
Links
Worksheet B1.3d
Unit 3 P2
Worksheet B1.3e
Worksheet B1.3f
B1: Influences on life
Page 4 of 10
Lesson B1.4: Variation
Specification learning
outcomes
H 1.8 Explain why
binomial classification is
needed to identify, study
and conserve species, and
can be used to target
conservation efforts.
1.9 Explain how accurate
classification may be
complicated by: a)
variation within a species
H b) hybridisation in
ducks c) ring species
1.10 Construct and use
keys to show how species
can be identified
HSW statements
HSW 1 The collection
and analysis of scientific
data
HSW 6 Collecting data
from primary or
secondary sources,
including the use of ICT
sources and tools
HSW 8 Evaluating
methods of data
collection and
considering their validity
and reliability as
evidence
HSW 11 Presenting
information, developing
an argument and drawing
a conclusion, and using
scientific, technical and
mathematical language,
conventions and symbols
and ICT tools
HSW 12 The use of
contemporary science
and technological
developments and their
benefits, drawbacks and
risks
HSW 14 How
uncertainties in scientific
knowledge and scientific
ideas change over time
and the role of the
scientific community in
validating these changes
Prior learning
from KS 3
Year 7 Recognise
how organisms that
belong to the same
species share many
characteristics
Year 8 Describe
differences in
organisms of the
same species and
attribute these
either to
environmental or to
inherited factors
Year 9 Analyse a
range of evidence
that aids the
identification and
classification of
plants and animals
Exemplar teaching activities
Starter: Student features
Ask students to write down a list of features
(characteristics) of a famous person. Then ask
students in pairs to compare their lists, and ask them
to score out of 10 how close their lists are. Ask
students why it is important for biologists to
accurately record the characteristics of organisms
and elicit the idea that this helps with classification.
Main: Biodiversity quest
Worksheet B1.4a provides a set of strips that can be
cut out giving the names of organisms. Not all strip
need to be used, the ones at the top being more
important. Give each student one strip. Ask students
to work together in groups of five or six to discuss:
which area of the world they would spend money on
conserving and why; which organism they would
spend money on conserving and why. Invite each
group to report back to the class on their findings.
They should find the Tropical Andes are most
worthwhile conserving because that has the greatest
number and variety of species. Answers about which
organism to conserve will vary, but make the point
that all organisms are worth conserving and scientists
use classification to identify biodiversity hotspots.
Plenary: Agreeing definitions
Write these words on the board: key, primary data,
secondary data, variation (and biodiversity, except
for weaker students). Split students into four (or
five) groups to write definitions of each word on
cards. Then one group is given all the definitions and
asked to choose the best. Choices are read out to the
class. You will need to correct any
misunderstandings.
Homework: Worksheets B1.4d (for students requiring
extra support) and B1.4e (for those working at a
higher level) contain questions on variation and keys.
Main
differentiation
Stretch: Students find
out more about the
Tropical Andes and
write a mini-report on
why it is an area that
is worth conserving.
Resource
sheets
Worksheet B1.4a
Worksheet B1.4d
Worksheet B1.4e
BTEC
Links
Unit 3 P2
B1: Influences on life
Page 5 of 10
Lesson B1.5: Variation Practical
Specification
learning outcomes
1.13 Describe variation
as continuous or
discontinuous
1.14 Investigate the
variations within a
species to illustrate
continuous variation
and discontinuous
variation
HSW statements
HSW 1 The collection and
analysis of scientific data
HSW 5 planning to test a
scientific idea, answer a
scientific question, or solve a
scientific problem
HSW 6 Collecting data from
primary or secondary sources,
including the use of ICT
sources and tools
HSW 7 Working accurately
and safely, individually and
with others, when collecting
first-hand data
HSW 8 Evaluating methods of
data collection and
considering their validity and
reliability as evidence
HSW 10 Using both
qualitative and quantitative
approaches
HSW 11 Presenting
information, developing an
argument and drawing a
conclusion, and using
scientific, technical and
mathematical language,
conventions and symbols and
ICT tools
Prior learning
from KS 3
Year 7 Recognise
how organisms
that belong to
the same species
share many
characteristics
Year 8 Describe
differences in
organisms of the
same species and
attribute these
either to
environmental or
to inherited
factors
Exemplar teaching activities
To follow
Main
differentiation
To follow
Resource sheets
To follow
BTEC
Links
Unit 3 P2
B1: Influences on life
Page 6 of 10
Lesson B1.6: Reasons for variety
Specification learning
outcomes
1.11 Explain how
organisms are adapted to
their environment and
how some organisms have
characteristics that enable
them to survive in
extreme environments,
including deep-sea
hydrothermal vents and
polar regions
1.16 Demonstrate an
understanding of the
causes of variation,
including: a) genetic
variation – different
characteristics as a result
of mutation or
reproduction, b)
environmental variation –
different characteristics
caused by an organism’s
environment (acquired
characteristics)
HSW statements
HSW 2 The interpretation
of data, using creative
thought, to provide
evidence for testing ideas
and developing theories
HSW 3 Many phenomena
can be explained by
developing and using
scientific theories,
models and ideas
HSW 5 Planning to test a
scientific idea, answer a
scientific question, or
solve a scientific problem
HSW 7 Working
accurately and safely,
individually and with
others, when collecting
first-hand data
HSW 10 Using both
qualitative and
quantitative approaches
HSW 11 Presenting
information, developing
an argument and drawing
a conclusion, and using
scientific, technical and
mathematical language,
conventions and symbols
and ICT tools
Prior learning
from KS 3
Year 8 Describe
and explain
examples of
simple
adaptations of
plants and animals
to different
environments, and
how they increase
survival
Year 8 Describe
differences in
organisms of the
same species and
attribute these
either to
environmental or
to inherited
factors
Year 9 Use a
range of examples
to explore the
impact of external
and internal
factors on the
interdependence
of organisms, e.g.
poisons, disease,
food shortages
Exemplar teaching activities
Starter: Adaptations
Show students a photo from the Internet of a
snowshoe hare in its winter (white) coat and ask
them to suggest ways in which it is adapted to its
surroundings. Adaptations include: thick hair for
insulation, smaller ears than most hares to prevent
heat loss, white fur for camouflage, strong hind
legs for fast running from predators, compact body
shape to prevent heat loss, big feet to stop it
sinking into the snow, the soles of its feet are
covered in fur for insulation and grip on the ice.
Main: Variation in leaves practical
This practical provides an opportunity to consider
genetic and environmental variation within one set
of characteristics, the shape and form of leaves.
Full details are given on the Teacher and technician
sheet and on Worksheet B1.6a.
Plenary: Different variations
Give students two cards, one with the word
'genetic' on it and one with 'environmental'. Then
give students examples of variation, such as height,
gender or eye colour, and ask them to hold up the
card that shows what type of variation it is an
example of. They could hold up one or possibly
both cards, depending on the example.
Homework: Worksheets B1.6c (for students
requiring extra support) and B1.6d (for those
working at a higher level) contain questions on
adaptations.
Main
differentiation
Stretch: Students
should be expected to
explain as fully as
possible why there is
variation in the
characteristics of
leaves on the same
tree, and the
advantage to the tree
of this variation.
Support: Students
could take just one set
of measurements, e.g.
leaf thickness. Work
with students to
complete the analysis
and discussion of
results.
Resource sheets
Teacher and
technician
practical sheet
Worksheet B1.6a
Worksheet B1.6c
Worksheet B1.6d
BTEC
Links
Unit 3 P3
Unit 3
M1
B1: Influences on life
Page 7 of 10
Lesson B1.7: Evolution
Specification learning
outcomes
1.12 Demonstrate an
understanding of Darwin’s
theory of evolution by
natural selection including:
a) variation
b) over-production
c) struggle for existence
d) survival
e) advantageous
characteristics inherited
f) gradual change
1.15 Interpret information
on variation using normal
distribution curves
H 1.17 Demonstrate an
understanding of how
speciation occurs as a result
of geographic isolation
1.18 Explain how new
evidence from DNA research
and the emergence of
resistant organisms support
Darwin’s theory
HSW statements
HSW 2 The
interpretation of
data, using creative
thought, to provide
evidence for testing
ideas and developing
theories
HSW 3 Many
phenomena can be
explained by
developing and using
scientific theories,
models and ideas
HSW 7 Working
accurately and
safely, individually
and with others,
when collecting
first-hand data
HSW 10 Using both
qualitative and
quantitative
approaches
HSW 11 Presenting
information,
developing an
argument and
drawing a
conclusion, and
using scientific,
technical and
mathematical
language,
conventions and
symbols and ICT
tools
Prior learning
from KS 3
Year 8 Describe and
explain examples of
simple adaptations
of plants and
animals to different
environments, and
how they increase
survival
Year 8 Describe
differences in
organisms of the
same species and
attribute these
either to
environmental or to
inherited factors
Year 9 Use a range
of examples to
explore the impact
of external and
internal factors on
the interdependence
of organisms, e.g.
poisons, disease,
food shortages
Exemplar teaching activities
Starter: Changing advantages
Quickly sketch a normal distribution curve on the
board and tell students that it shows variation in neck
length in a population of giraffes. Ask students to
explain what the shape of the curve means. Then ask
students to suggest why there are more giraffes with
the middle neck length and very few with either very
short or very long necks. Try to elicit the idea that
conditions in the environment might make it easier for
mid-length giraffes to survive.
Main: Natural selection game
Students play a game to illustrate natural selection
using coloured pasta. Full details are given on the
Teacher and technician practical sheet.
Plenary: Future evolution
Explain to students that scientists think that the ice
caps are melting. This means that polar bears cannot
get out on the ice to hunt for seals, with the result
that many are starving. Ask students to work in groups
to sketch what they think a polar bear might evolve
into, over 20,000 years, due to this change. All
students in a group should be able to explain the
reasoning behind their creature’s characteristics.
They could add labels to their drawings to explain the
evolutions. You may need to give some students some
questions to think about to get them started, such as:
Will polar bears need fur? Will they need claws?
Homework: Worksheets B1.7b (for students requiring
extra support) and B1.7c (for those working at a
higher level) contain questions on natural selection
and evolution.
Main
differentiation
Resource sheets
Stretch: Show
students the pasta and
ask them to design
their own games to
show natural
selection.
Teacher and
technician
practical sheet
Support: Students use
the Excel spreadsheet
Pasta insect results to
record their results.
The spreadsheet will
automatically turn
their results into a pie
chart.
Excel spreadsheet
Pasta insect
results
Worksheet B1.7b
Worksheet B1.7c
BTEC
Links
Unit 3 P3
Unit 3
M1
B1: Influences on life
Page 8 of 10
Lesson B1.8: Genes
Specification learning
outcomes
1.20 Describe the structure
of the nucleus of the cell as
containing chromosomes,
on which genes are located
1.21 Demonstrate an
understanding that genes
exist in alternative forms
called alleles which give
rise to differences in
inherited characteristics
HSW statements
HSW 2 The
interpretation of data,
using creative thought,
to provide evidence for
testing ideas and
developing theories the
interpretation of data,
using creative thought,
to provide evidence for
testing ideas and
developing theories
HSW 3 Many phenomena
can be explained by
developing and using
scientific theories,
models and ideas
HSW 8 Evaluating
methods of data
collection and
considering their validity
and reliability as
evidence
HSW 13 How and why
decisions about science
and technology are
made, including those
that raise ethical issues,
and about the social,
economic and
environmental effects of
such decisions
Prior learning
from KS 3
Year 7 Recognise
how organisms that
belong to the same
species share many
characteristics
Exemplar teaching activities
Main differentiation
Starter: What’s inherited?
Explain that inherited variation is variation
caused by your parents. The presentation
What’s inherited? contains a series of photos of
different families. Students are asked to
identify inherited characteristics and to say
which parent a child has inherited a certain
characteristic from. This can be done without
the presentation by asking friends/colleagues
to supply familial photos that you can use.
Stretch: Ask students to
design a spreadsheet in
order to collate their
results, calculate
percentages and draw a
suitable chart or graph.
Main: Inheritance survey
Students use Worksheet B1.8b to conduct a
survey of inherited characteristics that show
discontinuous variation.
Plenary: Cell analogies
Ask groups of students to use the idea of a car
factory to develop an analogy for cells,
chromosomes, genes and alleles. The factory is
in a building and has a central office that
contains the instructions for making the cars.
Homework: Worksheets B1.8c (for students
requiring extra support) and B1.8d (for those
working at a higher level) contain questions on
chromosomes and genes.
Support: Students use
the Excel spreadsheet
Inheritance survey to
record their results. The
spreadsheet will
automatically calculate
percentages and turn
their results into a pie
chart.
Resource
sheets
BTEC
Links
What’s inherited?
presentation
Unit 3 P1
Worksheet B1.8b
Worksheet B1.8c
Worksheet B1.8d
Excel spreadsheet
Inheritance
survey
B1: Influences on life
Page 9 of 10
Lesson B1.9: Explaining inheritance
Specification learning
outcomes
1.22 Recall the meaning
of, and use
appropriately, the
terms: dominant,
recessive, homozygous,
heterozygous, phenotype
and genotype
1.23 Analyse and
interpret patterns of
monohybrid inheritance
using a genetic diagram,
Punnett squares and
family pedigrees
1.24 Calculate and
analyse outcomes (using
probabilities, ratios and
percentages) from
monohybrid crosses
HSW statements
HSW 3 Many
phenomena can be
explained by
developing and using
scientific theories,
models and ideas
HSW 6 Collecting
data from primary or
secondary sources,
including the use of
ICT sources and tools
HSW 10 Using both
qualitative and
quantitative
approaches
HSW 11 Presenting
information,
developing an
argument and
drawing a
conclusion, and using
scientific, technical
and mathematical
language,
conventions and
symbols and ICT
tools
Prior learning
from KS 3
N/A
Exemplar teaching activities
Main differentiation
Starter: Blending 1
Tell students that you have a purple-flowered pea plant and
a white-flowered pea plant. Ask students what colour they
think the offspring pea plants will be if these two plants are
bred. Record the class votes for purple flowers, white
flowers and lilac flowers. This data will be used in the
Plenary.
Stretch: More able
students should be
able to draw a Punnett
square for themselves
and use it to predict
the percentage
probability of a child
having each of the
possible phenotypes.
Students should select
the appropriate
method for presenting
their results,
explaining their
choice. Ask students to
show their
probabilities in a
variety of formats
(e.g. simple
probability, ratio,
percentage).
Main: Eye colour inheritance
Using beads or buttons a simple practical can be done to
show how dominant features are inherited. Full details are
given on the Teacher and technician practical sheet.
Encourage students to use the term ‘allele’ rather than just
‘gene’. It is useful to refer to, for example, ‘small c’ and
‘big C’ when talking about alleles, to avoid confusion. Make
sure students make the differences between capital and
lower case letters obvious where the two forms have the
same shape (e.g. C and c, P and p).
Plenary: Blending 2
Repeat the Starter and compare what the class now think
with what they thought before studying this spread. Tell
students that before Mendel, scientists thought that all the
characteristics of offspring were blends of the parents’
characteristics. Ensure that all students appreciate that
‘blending’ of most characteristics does not happen
(although you may need to explain that blending appears to
happen for some human characteristics but these are ones
that are caused by large numbers of alleles and not just
two). Ask students how Mendel’s experiments provided
evidence that ‘blending’ of characteristics did not occur.
Homework: Worksheets B1.9a (for students requiring extra
support) and B1.9b (for those working at a higher level)
contain questions on alleles and inheritance.
Support: You could
prepare the table for
students to fill in. You
could prepare the bar
chart for students to
fill in or they could use
the spreadsheet Bar
charts, which
automatically creates
a bar chart.
Resource
sheets
Teacher and
technician
practical sheet
Worksheet B1.9a
Worksheet B1.9b
Bar charts
spreadsheet
BTEC
Links
B1: Influences on life
Page 10 of 10
Lesson B1.10: Genetic disorders
Specification learning
outcomes
1.23 Analyse and interpret
patterns of monohybrid
inheritance using a genetic
diagram, Punnett squares
and family pedigrees
1.25 Describe the
symptoms of the genetic
disorders: a) sickle cell
disease b) cystic fibrosis
H 1.26 Evaluate the
outcomes of pedigree
analysis when screening for
genetic disorders: a) sickle
cell disease, b) cystic
fibrosis
HSW statements
HSW 3 Many
phenomena can be
explained by
developing and using
scientific theories,
models and ideas
HSW 11 Presenting
information,
developing an
argument and
drawing a
conclusion, and using
scientific, technical
and mathematical
language,
conventions and
symbols and ICT tools
HSW 13 How and
why decisions about
science and
technology are
made, including
those that raise
ethical issues, and
about the social,
economic and
environmental
effects of such
decisions
Prior learning
from KS 3
N/A
Exemplar teaching activities
Main differentiation
Starter: Diseases
Ask students to work in groups to write down the
names of as many diseases as they can think of.
Collect all the names and write them up on the
board. Then remind students of the work that they
did at the beginning of the topic and ask them to
classify the diseases into different groups (e.g.
microbial, nutritional, mental and genetic diseases).
If no students have suggested an inherited disease,
add an example or two to the list on the board. Elicit
the idea that not all diseases are caused by
microorganisms.
Stretch: Ask students
to add carriers to the
key and to shade them
in a different colour.
Main: A family pedigree
Worksheet B1.10a provides students with some pieces
to cut out and stick in order to construct a family
pedigree for a family in which cystic fibrosis occurs.
Students work in groups and discuss the clues in order
to construct the pedigree. They then shade in the
symbols to match the key.
Plenary: Glossary terms
Prepare cards with all the key terms and glossary
definitions from this spread and the last. Ask students
to match the words with the definitions.
Homework: Worksheets B1.10b (for students
requiring extra support) and B1.10c (for those
working at a higher level) contain questions on
genetic disorders and inheritance.
Support: Consider
giving groups of
weaker students the
family pedigree chart
ready made, so that
they only need to fill
in the missing
genotypes, names and
shading.
Resource
sheets
BTEC
Links
Worksheet B1.10a
Unit 3 P5
Worksheet B1.10b
Worksheet B1.10c