Science lesson plan · 6th grade (Year 7 in England) · 60 minutes
Single-celled and many-celled organisms
Cells, genetics and evolution
CCSS NGSS.MS-LS1-1England: KS3 Biology: Cells and organisation
Objective and success criteria
Students will: Single-celled and many-celled organisms.
- 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: the next skill in this area.
Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 6 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? (nucleus / cell membrane / cell wall / mitochondria) → 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. / Chloroplasts are found in plant cells, not animal cells. / Both plant and animal cells have a nucleus, cytoplasm and a cell membrane. / Only animal cells have mitochondria.) → Only animal cells have mitochondria.Prompt: Do plant cells respire?
- Which part of a cell releases energy from glucose? (chloroplasts / mitochondria / cell membrane / cell wall) → mitochondriaPrompt: Think about which parts are only in plant cells.
Hook · 6 min
- Show a microscope image of cells and ask what students think they are looking at.
- Share the objective: Single-celled and many-celled organisms. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is this organism unicellular or multicellular: a bacterium?
- Step 1: A unicellular organism carries out all life processes in one cell.
- Step 2: So the answer is: unicellular (one cell)
- Answer: unicellular (one cell)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this organism unicellular or multicellular: yeast? (unicellular (one cell) / multicellular (many cells)) → unicellular (one cell)Prompt: Can you see it without a microscope?
- Why does a multicellular organism need specialised cells? (Different cells can do different jobs, sharing the work / It cannot grow otherwise / All its cells must be identical / Specialised cells never die) → Different cells can do different jobs, sharing the workPrompt: Think of a team where each player has a role.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Is this organism unicellular or multicellular: amoeba? (unicellular (one cell) / multicellular (many cells)) → unicellular (one cell)Prompt: Can you see it without a microscope?
- Single-celled and many-celled life: which statement is true? (All single-celled organisms are bacteria. / A mushroom is a single cell. / Bacteria are single-celled. / Single-celled organisms cannot move.) → Bacteria are single-celled.Prompt: Are all microbes bacteria?
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
- 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