Y7 SoW Cells/Reproduction
Lesson Title/LO / Activities / Resources / Practicals / Assessment1. 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? / AF1
AF2
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. / AF1
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 / AF1
AF3
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 / AF1
AF3
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) / AF1
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 / AF1
AF2
AF3
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. / AF1
AF3
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) / AF1
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) / AF1
AF4
13. Fertilisation
4.Explain how fertilisation takes place.
5.Describe how IVF can be used to help couples have babies.
6.Explain how twins are produced.
7.Explain why IVF is more common in Europe than Africa. / S: Students read the newsflash from the textbook (page 22) about IVF helping women over 50 have babies and discuss the problems that may arise.
M: IVF and population growth (Activity sheet 1.11). Student use data 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. / AF1
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 / AF1
AF2
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. / Clone a plant
Rooting powder, soil, cups, plants, scissors. / AF1
16 + 17 Revise and test