Science lesson plan · 6th grade (Year 7 in England) · 45 minutes
Match cell parts to the jobs they do
Cells, genetics and evolution
CCSS NGSS.MS-LS1-2England: KS3 Biology: Cells and organisationEngland: GCSE Combined Science: Cell biology
Objective and success criteria
Students will: Match cell parts to the jobs they do.
- 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: Plant and animal cells
Leads to: Prokaryotic and eukaryotic cells
Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Plant and animal cells). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which part of a cell strengthens and supports a plant cell? (mitochondria / nucleus / cell membrane / cell wall) → cell wallPrompt: Think about which parts are only in plant cells.
- Cells: which statement is NOT true? (Plant cells have a cell wall but animal cells do not. / Chloroplasts are found in plant cells, not animal cells. / Animal cells have a cell wall. / Bacterial cells have no nucleus.) → Animal cells have a cell wall.Prompt: Do plant cells respire?
- Which part of a cell controls what enters and leaves the cell? (cell membrane / mitochondria / nucleus / cell wall) → cell membranePrompt: Think about which parts are only in plant cells.
Hook · 5 min
- Show a microscope image of cells and ask what students think they are looking at.
- Share the objective: Match cell parts to the jobs they do. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which part of a cell matches this description: where proteins are made?
- Step 1: Ribosomes join amino acids to make proteins.
- Step 2: So the answer is: ribosomes
- Answer: ribosomes
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 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 matches this description: jelly-like liquid where most chemical reactions take place? (cell membrane / nucleus / mitochondria / cytoplasm) → cytoplasmPrompt: Think about which part controls, which part makes energy available and which part lets things in and out.
- What does the cytoplasm do? (jelly-like liquid where most chemical reactions take place / a rigid layer of cellulose that strengthens the cell / where aerobic respiration releases energy from glucose / contains the DNA that carries genetic instructions) → jelly-like liquid where most chemical reactions take placePrompt: Match the name to its job, not to where it is.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Muscle cells in a sprinter's legs contain huge numbers of one structure. Which? (vacuoles / cell walls / chloroplasts / mitochondria) → mitochondriaPrompt: Muscles need a lot of energy to contract.
- What does the mitochondria do? (where proteins are made / there are many of them in muscle cells / controls what the cell does / a thin, flexible layer around the cytoplasm) → there are many of them in muscle cellsPrompt: Match the name to its job, not to where it is.
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: Plant and animal cells.
- 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: Prokaryotic and eukaryotic cells.
- 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