Science lesson plan · 6th grade (Year 7 in England) · 30 minutes
Plant and animal cells
Cells, genetics and evolution
CCSS NGSS.MS-LS1-1CCSS NGSS.MS-LS1-2England: KS3 Biology: Cells and organisationEngland: KS4 Combined Science: Cell biology
Objective and success criteria
Students will: Plant and animal cells.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Inherited and environmental characteristics
Leads to: Microscopes and magnification; Specialised cells; DNA, genes and chromosomes
Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Inherited and environmental characteristics). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this characteristic inherited or environmental: a plant growing pale in the shade? (inherited (from parents) / environmental (from life)) → environmental (from life)Prompt: Were you born with it, or did it happen during life?
- Why do puppies look like their parents but not exactly the same? (They get a mix of characteristics from both parents. / They copy their parents on purpose. / They eat the same food. / All dogs are identical.) → They get a mix of characteristics from both parents.Prompt: Each parent passes on half of the genes.
- Inheritance: which statement is true? (Characteristics are passed on in genes. / The language you speak is inherited. / If a parent loses a finger, its babies are born without that finger. / Children are always exact copies of one parent.) → Characteristics are passed on in genes.Prompt: Which things can be passed on in genes?
Hook · 3 min
- Show a microscope image of cells and ask what students think they are looking at.
- Share the objective: Plant and animal cells. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which part of a cell contains the genetic material?
- Step 1: The nucleus contains genetic material (DNA) and controls the cell.
- Step 2: So the answer is: nucleus
- Answer: nucleus
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which part of a cell is made of cellulose? (mitochondria / cell wall / nucleus / cell membrane) → cell wallPrompt: Think about which parts are only in plant cells.
- Cells: which statement is NOT true? (Most plant cells have a large permanent vacuole. / Bacterial cells have no nucleus. / Plant cells have a cell wall but animal cells do not. / All plant cells have chloroplasts.) → All plant cells have chloroplasts.Prompt: Do plant cells respire?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Cells: which statement is NOT true? (Both plant and animal cells have a nucleus, cytoplasm and a cell membrane. / Bacterial cells have no nucleus. / Plant cells have a cell wall but animal cells do not. / All plant cells have chloroplasts.) → All plant cells have chloroplasts.Prompt: Do plant cells respire?
- Which part of a cell is made of cellulose? (cell wall / chloroplasts / mitochondria / nucleus) → cell wallPrompt: Think about which parts are only in plant cells.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Inherited and environmental characteristics.
- Use concrete materials: microscope images or slides.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Microscopes and magnification; Specialised cells; DNA, genes and chromosomes.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.
Free lesson plan from eurekami.com/lesson-plan-builder