Verbatim SoW objective: Explain growth & stem cells.
Arrival
Look at this week’s seedling and skin-repair model. Point to one detail you notice.
Offer a private, predictable start. Do not require previous knowledge.
Starter
Recall three ideas from earlier lessons. Show one answer at a time.
- What two matching products follow body-cell mitosis and cell splitting?
- Which process moves particles from low to high concentration using energy?
- In which part of a eukaryotic animal cell are chromosomes found?
Today I can:
- I can distinguish making more cells from cells taking on a specialised job.
- I can compare animal growth with plant growth.
- I can identify a role for an animal stem cell or a plant meristem.
All pupils respond; reveal the answers only after attempts. Revisit success criteria.
I do
Watch the full model. Point to the step that answers today’s question.
Words
| Word | Meaning | Example |
|---|---|---|
| differentiation | a cell becoming specialised for a particular job | A developing skin cell differentiates to do a job in skin. |
| stem cell | a cell that can divide and form specialised cell types | Some adult stem cells make replacement blood cells. |
| meristem | a plant region whose cells divide to make new cells | A root tip contains a meristem. |
| growth | an increase in size, including by making more cells | A shoot grows as its cells divide and elongate. |
Full model: In skin, mitosis adds cells; some stem-cell descendants differentiate for a tissue job. At a shoot tip, meristem cells divide, then elongate and differentiate.
Show me: Show me: does making more cells on its own mean those cells now have a specialised job?
Answer: No; cell differentiation gives specialised roles.
Model one complete example; check every pupil’s response to the show-me question.
We do
Complete the missing step in the part-done model. Speak, then match the cards.
One-minute reset: use the agreed move, then return to one step.
Part-done model: Skin: mitosis adds cells → differentiation gives a job. Shoot: meristem adds cells → ________ lengthens cells → differentiation.
Speak first: Speaking: “First cells divide. Then some cells …”
F · support: Use two labelled branches (animal tissue and plant tip); pupils place the missing elongation card and point to the corresponding change.
M · explain: Explain which animal and plant steps both make more cells and which give new jobs.
H · stretch: Explain why a shoot can increase in length even after the division step has ended.
Choose the missing label on each branch, then give a reason.
Ready to match.
Wait five seconds, gesture, then cue if needed. Support the route without supplying the missing answer.
We do 2
Choose one hinge answer. Show it at the same time as the group.
All-pupil hinge: A gut-lining cell and a nerve cell share inherited DNA but have different structures. Which explanation fits this new pair?
Show one answer to the adult at the same time as everyone else. Point or use a card, too. Then explain to a partner.
Collect simultaneous responses, apply the decision rule and parallel hinge in the staff note.
Independent
A skin model shows division. What gives a new cell its job?
One-minute reset: use the agreed move, then return to one step.
Talk before write: Speaking: “A plant also …, whereas an animal …”
You can plan in any language.
F: Place divide, elongate and differentiate cards on the skin/shoot branches; omit elongate on the skin branch. In the shoot, first cells …; then they …
M: Explain why mitosis alone does not give a new cell its specialised tissue job. More cells are made by …, but a job develops when …
H: Compare growth in animal tissue with a plant shoot, including an appropriate stem-cell region and what each process adds. Both organisms …; however, the plant also … because …
Go deeper: A tissue gains more cells but no new cell types. What does the model explain, and what is missing?
Early-finisher stretch — Repair model audit: Correct a diagram labelling new skin cells “stem cell”; justify two changes.
Show it your way: point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
At lesson start choose one adult with supported pupils and one holding the group; swap during the week. Record independence and prompt level.
Try it with kit · prepared model
Kit: Large prepared division, elongation and differentiation cards, desk mat
- Place the prepared cards on the two labelled model branches.
Risk: Loose model cards could fall onto the floor.
Safe: Keep cards on the desk mat and pick up any that fall.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review
Tell a partner what you changed after feedback. Mark a real edit // and read it back when asked ?.
One-minute reset: use the agreed move, then return to one step.
My feedback was … Name the actual point an adult or partner noticed. Make one true self-edit //. Ask “Read this back to me” ? if that helps.
Give a precise VF or NS(+) only when it actually happens. Invite a true self-edit and read-back.
Exit
Show what you know with a model and explain one reason.
Check today’s success:
- I can distinguish making more cells from cells taking on a specialised job.
- I can compare animal growth with plant growth.
- I can identify a role for an animal stem cell or a plant meristem.
What am I learning? I am learning to explain how cells divide and then take on different jobs for growth and repair.
My feedback was … Name what you heard at Review.
Next I need to … Add the step showing how one newly made cell takes on a specialised role.
How I know: I can show division and differentiation and compare the animal and plant growth routes.
Your teacher hears your answer and uses it to choose our next model, prompt or example.
Hear the answer privately in a valid mode and use it to change the next example or prompt.