| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Biology |
| What topic | Cells |
| What length (min) | 30 |
| What age group | Year or Grade 11 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Cells
Year 11 (Age 15-16)
Biology
20 Students
This lesson aligns with the National Curriculum for Biology, focusing on cell structure and function.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Cells | 5 | Briefly introduce the topic of cells, explaining their importance in biology. |
| 2 | Presentation on Cell Structure | 10 | Use a PowerPoint presentation to cover key cell components, types, and functions. |
| 3 | Activity: Distributing Printable Cards | 5 | Hand out printable cards for students to write down key information as they learn. |
| 4 | Hands-On Observation | 5 | If microscopes are available, allow students to observe prepared slides of cells. |
| 5 | Activity: Collect and Check Cards | 3 | Randomly collect or check a few cards to ensure that students have understood key concepts. |
| 6 | Q&A and Wrap-Up | 2 | Open the floor for any questions and summarise key points from the lesson. |
Assign students to research a specific type of cell (e.g., nerve cell, muscle cell) and write a short paragraph about its structure and function. The homework will be checked by the teacher without student presentations in class.
“Good morning, everyone! Today, we’re going to explore one of the most fundamental topics in biology: cells. Cells are the building blocks of all living organisms, and understanding them is crucial for our study of life. Can anyone tell me why you think cells are important? [Wait for responses.] Exactly! They play essential roles in all biological processes.”
“Now, let’s dive a little deeper. I’m going to share a PowerPoint presentation with you that outlines the key components of cells, the different types of cells, and their functions. [Project the presentation.]
As we go through each slide, I want you to pay close attention to the structures that make up the cells. We will discuss eukaryotic cells, which have a nucleus, and prokaryotic cells, which do not. [Present slides, providing brief explanations on each point.]
Does everyone see the differences between these types? Remember, eukaryotic cells are usually larger and more complex. Can anyone give me an example of a eukaryotic cell? [Wait for responses.] Great!”
“Now, I’m going to hand out these printable cards. Each card has space for you to write down key pieces of information about what we've just learned—like cell structures and their functions. I want you to jot down notes as we continue. This will help reinforce your understanding. [Distribute cards.]
Please make sure to fill them in as we discuss the information!”
“Alright, if we could have your attention back up here! For those of you who have experience with microscopes, we have prepared slides of plant and animal cells for you to observe today. [If microscopes are available.]
I’m going to break you into small groups, and each group will have access to a microscope to examine these slides. Take note of the structures you see and how they compare to what we covered. You’ll have five minutes for this activity.”
“Fantastic job with the observations! Now, I’d like to collect a few of your cards randomly to check that you’ve understood the key concepts we discussed. I’ll take a look at them and see what information you’ve noted down. [Collect a few cards.]
Remember, this helps me understand any areas we need to revisit.”
“Does anyone have any questions about what we covered today? This is a great opportunity to clarify any doubts or strengthen your understanding. [Allow time for questions.]
Before we end, let’s summarise the key points: we covered the basic structure of prokaryotic and eukaryotic cells, identified their components, and performed an observation activity.
For your homework, I’m assigning each of you a specific type of cell to research. You will need to write a short paragraph about its structure and function. We’ll check these on our next class. Thank you for your participation today!”
| Question | Answer |
|---|---|
| What are the two main types of cells? | |
| Can you name a key component found in eukaryotic cells? | |
| What is a prokaryotic cell, and how does it differ from a eukaryotic cell? | |
| How do the sizes of prokaryotic and eukaryotic cells generally compare? | |
| What role does the nucleus play in eukaryotic cells? | |
| Can you provide an example of a eukaryotic cell? | |
| What structures might you observe in a plant cell under a microscope? | |
| What information should you include on your printable cards about cell structures? | |
| Why is it important to observe cells under a microscope? | |
| What aspects of cells did we summarise at the end of the lesson? |