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Biology
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Science Careers
A document of case studies of core science careers.
All designed for a reading age of 11.
39 different science career fact files
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KS3 Respiratory system and gas exchange
Starter: Simple recall questions based on prior knowledge, easily changed to suit your class
Main:
Information about the respiratory system, then a labelling task, a putting in order task and questions to consolidate learning. All answers on the powerpoint.
Gas exchange information on the ppt also a drawing of how it can be taught under the visulisar, followed by questions to check understaning.
Plenary
True or false
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Transport in plants KS3
Objectives:
Describe how water is transported in plants
Explain how gases enter and leave plants
explain how some plants are adapted to limit water loss
Potential practical activity of celery with food colouring, not essential for the lesson however.
Starter: Recall questions, answers on the following slide
Main - potential celery practical
discuss the role of the root hair cells, recap students prior knowledge on this
Discuss how water enters a plant, answer questions. Answers on next page
Discuss how gases get in and out of a plant
Discuss adaptations plants have in warm temperatures
Plenary - Exam questions, answers included
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Photosynthesis KS3
Starter: Recap of a plant cell.
Main - intro to photosynthesis, defintion and explaination
Video with questions to answer
Student task to explain photosynthesis with a clear success criteria given
Discuss how we can measure the rate of photosythesis
Pondweed practical could be done at this point, alternatively there is a online simulation attached.
Give students data, work out the mean, plot a graph write an evaluation. Work sheet for support given with results table and graph.
plenary - recap questions from earlier in the topic
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Structure of a plant
Aimed at KS3 students.
This lesson recaps KS2 prior knowledge on the structure of a plant. Before moving onto KS3 content about structure and function of parts of the plant, followed by a plant dissection, accompanied by worksheets.
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Magnification
Starter: Retrieval starter, based on prior knowledge about animal and plant cells
Main:
explaination of how to convert between common units used in biology
Differentiated task to convert between units
-explaination of how to use standard form
questions to practice on standard form
microscope questions to explain examples
differentiated magnfication worksheet
Plenary:
plenary grid with questions from this lesson and based on animal and plant cells. to be done individually or as a group
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Magnification equation worksheet
Differentiated practice using the magnfication equation.
Bronze: very simple, simple put the numbers into the equation
silver: need for rearranging equation
gold: need for rearranging equation and converting between units, and measuring image size from image
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Eukaryotic and Prokaryotic cells
Combining both B1.2 and B1.3 from the kerboodle topic
Starter: No goal starter, images of plant and animal cell and a microscope. students can add any information they already know. Images can be printed or a list of what they know can be wrote. To be referred to at the end of the topic, assess prior knowledge
Main:
Label plant and animal cell, differentiated version available, animated answers embedded in the powerpoint
Match structure and function of organelles
Show students bacterial cell, students draw and label their own, before filling in the comparison tick box to compare animal, plant and bacteria cells. Stretch task available
Explain key words prokaryotic and eukaryotic, then students complete the assessed questions showing understanding of differences between these cells. Self assess answer using mark scheme
Plenary
Plenary grid, can be done individually or as teams. Covers key concepts from the lesson, answers on the following slide
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Microscopes required practical
Three differentiated resources. Cant be used as homewowrk or for required practical revision. Good to use as a retreival resource after the practical.
Each differentiated resource has a space to write the required practical method, low level sheets have key words to guide them. Each resource has different exam questions dependent on level.
All answers included.
I print 2 sheets per side, back to back. Be careful if you shrink to A5 some of the answers for the magnfication questions will change as the image size measured will be different.
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Photosynthesis and use of glucose
Starter Activity
No goal retrieval starter. Students given a picture of the structure of the leaf and annotate what they can remember.
Go through answers, students annotate anything they did not already know.
Main –
Students listen whilst teacher explains what photosynthesis is (5minutes)
Students answer task 1 and task 2 – write the equation and describe the process of photosynthesis (10 minutes) Success criteria can be given to LA students for support
Go through answers, success criteria on the board, question students for answers, green pen answers (5 minutes)
Students think of the answer to the questions on the board whilst demonstrate the testing for starch test.
Students move around the room to find ways plants use glucose
Plenary
Differentiated exam questions
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B1.1 The world of the microscope
Starter Activity
Starter questions about the microscope
Main –
Students stick microscopes in the middle of their page. Use the information on the slide to label the parts of the microscope. Extension: to explain how to use a microscope
Check answers – answers on the PowerPoint. Students check answers, ensure students know the function of each part of the microscope.
Explain magnification and resolution, get students to write the definitions.
Think pair share, pictures of light and electron microscopes, see what students can summarise as differences
Students to make a grid in their books light vs electron microscopes, make notes on any differences from the video
Sort the statements and go through answers
Explain how to work out total magnification and then practice.
Explain the magnification equation and then practice using it
Plenary
Fill in the gaps in the sentences
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B1.1 The blood
Aimed at a mixed ability year 9 class
Starter Activity
C2 retrieval practice questions – go through the answers.
Stick in objective sheets for this topic
Main –
Think pair share – what is the blood made up of? Go through answers, show students a photomicrograph of the different cells
Students then use the handout to make a grid of the function of the different parts of the blood.
Extension questions at the bottom to challenge level 4+ students
Go through answers, ensure everybody knows key function for each type of cells
Six mark question – students have ten minutes to answer questions. Then green pen mark
Watch a video of a blood donation, have a mini debate – would you give blood?
Plenary
Plenary key questions to answer
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Biology paper 1 revision
complete paper one revision.
Aimed at low ability foundation students.
Inspired by Dr Edmunds
Booklets include fact sheets for each topic, each fact sheet has page numbers from the CGP foundation revision guide for support.
There are answers for these fact sheets for students to check their answers.
Each topic also has a page of exam questions for students to practice their knowledge. answers for these are in the back of the booklets
Hopefully will be of help.
Any feedback welcome :)
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B16.1 feeding relationships
Aimed at low ability KS4 students, targets of level 3/4
Starter: Differentiated synoptic questions linking to B8 photosynthesis.
Main: match up key words, then link key words to food chain.
differentiated 6 mark question.
Broken down 6 mark question to build confidence, focusing on key words. Bronze/silver supportive sheets Gold students just answer the question.
Plenary: Mark scheme on powerpoint for students to mark and improve their answer.
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B2.4 stem cell dilemmas
aimed at a mixed ability class
Starter: differentiated starter questions, with answers on following slide
Main: mini debate to start, 6 statemenets rate from 1-5 on 1 being comfortable 5 being completely against.
Students watch video to hear some viewpoints about the use of stem cells. students then are given one statement so they either need to argue for or against stem cell research using their knowledge from the video and from the information sheets
Whole class debate
Finally summarise the points on the board into two columns, one for stem cell research one against stem cell research
Plenary: exam question
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B13.3 selective breeding
Aimed at a low ability class
Starter Activity
why do we breed different types of dog
Extension: how do we do this
Main –
Watch the video, then students to write their own idea of what selective breeding is from the video
Give students information from slides, students then make a flow chart to show how a cow could be selectively bred for a high milk yield
Use ipads to find out about different dog breeds and why we selectively breed them
Extension: are there any other animals/plants we selectively breed and why
Plenary
As a class put the statements on the board in order to explain selective breeding of wolves