Science lesson plan · 6th grade (Year 7 in England) · 45 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 · 5 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 cat's fur pattern? (inherited (from parents) / environmental (from life)) → inherited (from parents)Prompt: Were you born with it, or did it happen during life?
- Identical twins have the same genes. One becomes much stronger. Why? (The environment, such as exercise, made a difference. / They are not really twins. / Strength is never affected by exercise. / Their genes changed into different ones.) → The environment, such as exercise, made a difference.Prompt: What can be different if their genes are the same?
- Inheritance: which statement is true? (Some characteristics depend on both genes and environment. / If a parent loses a finger, its babies are born without that finger. / The language you speak is inherited. / Children are always exact copies of one parent.) → Some characteristics depend on both genes and environment.Prompt: Which things can be passed on in genes?
Hook · 5 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 · 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 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 · 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 contains the genetic material? (nucleus / chloroplasts / cell wall / mitochondria) → nucleusPrompt: Think about which parts are only in plant cells.
- Cells: which statement is NOT true? (Most plant cells have a large permanent vacuole. / Animal cells have a cell wall. / Chloroplasts are found in plant cells, not animal cells. / Both plant and animal cells have a nucleus, cytoplasm and a cell membrane.) → Animal cells have a cell wall.Prompt: Do plant cells respire?
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.
- Which part of a cell controls what enters and leaves the cell? (chloroplasts / cell wall / cell membrane / nucleus) → cell membranePrompt: 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. / Chloroplasts are found in plant cells, not animal cells. / Animal cells have a cell wall.) → Animal cells have a cell wall.Prompt: Do plant cells respire?
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