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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.
  1. Which part of a cell releases energy from glucose? (mitochondria / cell membrane / cell wall / chloroplasts) → mitochondriaPrompt: Think about which parts are only in plant cells.
  2. Cells: which statement is NOT true? (Animal cells have a cell wall. / Bacterial cells have no nucleus. / Both plant and animal cells have a nucleus, cytoplasm and a cell membrane. / Most plant cells have a large permanent vacuole.) → Animal cells have a cell wall.Prompt: Do plant cells respire?
  3. Which part of a cell strengthens and supports a plant cell? (nucleus / chloroplasts / mitochondria / cell wall) → cell wallPrompt: 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.
  1. Is this organism unicellular or multicellular: an earthworm? (unicellular (one cell) / multicellular (many cells)) → multicellular (many cells)Prompt: Can you see it without a microscope?
  2. An amoeba has no lungs or stomach. How does oxygen get into it? (by diffusion through its cell membrane / through tiny lungs / it does not need oxygen ever / through its cell wall made of wood) → by diffusion through its cell membranePrompt: It is only one cell, so everything is close to the surface.

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.
  1. A bread maker adds yeast to dough. What is the yeast? (a multicellular animal / a non-living powder / a single-celled plant / a single-celled fungus) → a single-celled fungusPrompt: Yeast belongs to the same kingdom as mushrooms.
  2. Is this organism unicellular or multicellular: moss? (unicellular (one cell) / multicellular (many cells)) → multicellular (many cells)Prompt: Can you see it without a microscope?

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

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Single-celled and many-celled organisms

Name

Date

Score/ 8

  1. Question 1

    Why does a multicellular organism need specialised cells?

    • A. It cannot grow otherwise
    • B. Specialised cells never die
    • C. All its cells must be identical
    • D. Different cells can do different jobs, sharing the work

  2. Question 2

    Is this organism unicellular or multicellular: yeast?

    • A. unicellular (one cell)
    • B. multicellular (many cells)

  3. Question 3

    Single-celled and many-celled life: which statement is true?

    • A. All single-celled organisms are bacteria.
    • B. Bacteria are single-celled.
    • C. Single-celled organisms cannot move.
    • D. A mushroom is a single cell.

  4. Question 4

    Pond water is viewed under a microscope. A tiny organism moves using a whip-like tail and has a nucleus and chloroplasts. What is true?

    • A. It is a multicellular plant
    • B. It must be a bacterium because it is small
    • C. It cannot be alive because it is so small
    • D. It is a single-celled organism that carries out all life processes in one cell

  5. Question 5

    Is this organism unicellular or multicellular: amoeba?

    • A. unicellular (one cell)
    • B. multicellular (many cells)

  6. Question 6

    An amoeba has no lungs or stomach. How does oxygen get into it?

    • A. by diffusion through its cell membrane
    • B. through tiny lungs
    • C. through its cell wall made of wood
    • D. it does not need oxygen ever

  7. Question 7

    Is this organism unicellular or multicellular: a bacterium?

    • A. unicellular (one cell)
    • B. multicellular (many cells)

  8. Question 8

    Is this organism unicellular or multicellular: a mushroom?

    • A. unicellular (one cell)
    • B. multicellular (many cells)

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Answer key: Single-celled and many-celled organisms

  1. 1. D. Different cells can do different jobs, sharing the work

  2. 2. A. unicellular (one cell)

  3. 3. B. Bacteria are single-celled.

  4. 4. D. It is a single-celled organism that carries out all life processes in one cell

  5. 5. A. unicellular (one cell)

  6. 6. A. by diffusion through its cell membrane

  7. 7. A. unicellular (one cell)

  8. 8. B. multicellular (many cells)