Biology Spec points covered Starter options Practical activity Teacher-led activity CB1a B1.3 Explain how changes in 1) Ask students how Students use microscopes to Help students to Microscopes microscope technology, microscopes work, and examine pre-prepared slides of understand the including electron establish the idea that small objects (e.g. hair, difference between microscopy, have enabled us they magnify small pollen). resolution and to see cells with more clarity things, making them and magnification by using and detail than in the past their details easier to Students will produce a range the idea of digital see. Explain that the cameras. Those with of drawings annotated with study of cells would not many megapixels have Demonstrate an names of objects and B1.4 be possible without the a higher resolution than understanding of size and calculated magnifications. invention of the those with only a few. scale in relation to microscope and ask microscopy, including Equipment: Microscope, students to suggest why. magnification calculations. Digital resource: Size selection of pre-prepared and scale animation slides (e.g. hair, pollen, fish 2) Write the words kilo-, Demonstrate an scales, synthetic fibres, B1.5 milli-, micro-, nano- and understanding of the mushroom gills, ear wax, pond relationship between pico- on the board, in water, newsprint). random order. Write the quantitative units, including prefixes in size order on (a) milli (10-3), micro the board and then show nano (10-9), pico (10-12) how the units are related (b) calculations with numbers written in standard form (kilo- multiplies the base unit by 1000, milli- B1.6 divides it by one Produce labelled scientific thousand, micro- divides drawings from observations it by 100 000 etc.). of biological specimens using microscopes CB1b Plant and B1.1 Explain how the sub-cellular 1) Ask students to write Use a microscope to look at Hold up a metre rule animal cells structures of eukaryotic and a simple definition of a simple animal and/or plant and ask students to prokaryotic cells are related cell. Ask for a volunteer cells and identify their estimate the width,
Biology Spec points covered Starter options Practical activity Teacher-led activity CB1a Microscopes B1.3 B1.4 B1.5 B1.6 Explain how changes in microscope technology, including electron microscopy, have enabled us to see cells with more clarity and detail than in the past Demonstrate an understanding of size and scale in relation to microscopy, including magnification calculations. Demonstrate an understanding of the relationship between quantitative units, including (a) milli (10-3), micro nano (10-9), pico (10-12) (b) calculations with numbers written in standard form Produce labelled scientific drawings from observations of biological specimens using microscopes 1) Ask students how microscopes work, and establish the idea that they magnify small things, making them and their details easier to see. Explain that the study of cells would not be possible without the invention of the microscope and ask students to suggest why. 2) Write the words kilo-, milli-, micro-, nano- and pico- on the board, in random order. Write the prefixes in size order on the board and then show how the units are related (kilo- multiplies the base unit by 1000, milli- divides it by one thousand, micro- divides it by 100 000 etc.). Students use microscopes to examine pre-prepared slides of small objects (e.g. hair, pollen). Students will produce a range of drawings annotated with names of objects and calculated magnifications. Equipment: Microscope, selection of pre-prepared slides (e.g. hair, pollen, fish scales, synthetic fibres, mushroom gills, ear wax, pond water, newsprint). Help students to understand the difference between resolution and magnification by using the idea of digital cameras. Those with many megapixels have a higher resolution than those with only a few. Digital resource: Size and scale animation CB1b Plant and animal cells B1.1 Explain how the sub-cellular structures of eukaryotic and prokaryotic cells are related 1) Ask students to write a simple definition of a cell. Ask for a volunteer Use a microscope to look at simple animal and/or plant cells and identify their Hold up a metre rule and ask students to estimate the width,
GCSE-Science-Term-1-Detailed-Planning-Document.docx