1. Locate
Where are chromosomes in a typical nucleated body cell?
Help beside the question
Read or point first. Identify the nucleus.
Answer guidance
In the nucleus.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · Aut2·W4
Zoom into genetic information: model workshop
Learning objective
Build and critique a nested model linking the cell, nucleus, chromosomes, DNA and gene.
40 minutes · one route · start from what you show today. Point, speak, sign, draw, write or direct an adult. An adult may read or scribe your exact words. Choose one route; do not complete all three.
Classic alternative. Use instead of the related core lesson or for re-teaching, not as a fourth weekly lesson.
4 MINUTES
Four clues to start
Supported · 4 questions
2. Material
What information-carrying molecule is in chromosomes?
Help beside the question
Read or point first. Use the three-letter name.
Answer guidance
DNA.
3. Section
What do we call a section of DNA containing information for a protein?
Help beside the question
Read or point first. Gene or genome?
Answer guidance
A gene.
4. Whole
What is an organism’s genome?
Help beside the question
Read or point first. The complete collection, not one section.
Answer guidance
All of its DNA.
Standard · 4 questions
1. Locate
Where are chromosomes in a typical nucleated body cell?
Help beside the question
Identify the nucleus.
Answer guidance
In the nucleus.
2. Material
What information-carrying molecule is in chromosomes?
Help beside the question
Use the three-letter name.
Answer guidance
DNA.
3. Section
What do we call a section of DNA containing information for a protein?
Help beside the question
Gene or genome?
Answer guidance
A gene.
4. Whole
What is an organism’s genome?
Help beside the question
The complete collection, not one section.
Answer guidance
All of its DNA.
Stretch · 4 questions
1. Locate
Where are chromosomes in a typical nucleated body cell?
Help beside the question
Identify the nucleus.
Answer guidance
In the nucleus.
2. Material
What information-carrying molecule is in chromosomes?
Help beside the question
Use the three-letter name.
Answer guidance
DNA.
3. Section
What do we call a section of DNA containing information for a protein?
Help beside the question
Gene or genome?
Answer guidance
A gene.
4. Whole
What is an organism’s genome? Give a reason.
Help beside the question
The complete collection, not one section.
Answer guidance
All of its DNA. Accept a scientifically correct reason that uses the relevant model or evidence.
Feedback loop
SPACE
VOICE · Where are chromosomes in a typical…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Where are chromosomes in a typical nucleated body cell? In-lesson edit; structured verbal response; for full essays, deferred edit.
At Four clues to start, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Where are chromosomes in a typical nucleated body cell” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Where are chromosomes in a typical nucleated body cell” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Where are chromosomes in a typical nucleated body cell” and take the reason in the pupil’s own mode.
Did it and explained → move on: Choose a first idea
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 3 MINUTES
Choose a first idea
Which statement is accurate?
Think or discuss first. No answer chosen yet.
Feedback loop
SPACE
VOICE · Think or discuss first.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Think or discuss first. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Choose a first idea, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Think or discuss first” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Think or discuss first” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Think or discuss first” and take the reason in the pupil’s own mode.
Did it and explained → move on: Watch the model
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 5 MINUTES
Watch the model
A typical body cell has a nucleus containing chromosomes. These pictures are not drawn to scale.
Worked explanation · reveal after thinking
A cell-to-gene zoom is a schematic, not a literal scale model. Not every cell has a nucleus and some DNA is outside the nucleus. For this Foundation model use a typical nucleated body cell. The ladder is two-dimensional; real DNA is three-dimensional.
32-second silent captioned explainer · optional
No sound or autoplay. Use instead of part of the modelling time, not as an extra activity.
Full transcript
Locate the chromosome. A typical body cell has a nucleus containing chromosomes. These pictures are not drawn to scale.
Unpack the DNA. Each chromosome contains a long DNA molecule. A gene is a section of that DNA.
Pair the bases. A pairs with T and C pairs with G. Each nucleotide contains a sugar, phosphate and base.
Twist the ladder. Two DNA strands form a double helix. Weak hydrogen bonds hold complementary bases together.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 6 MINUTES
Sort using the evidence
Choose a card, then choose a group. Explain one placement using its clue.
Drag, or use Tab and Enter to select a card and its group. Pointing or adult-directed placement works too.
Cell structure
Genetic molecule or section
Whole collection
Choose a card first.
Read the card clues
Nucleus: Contains chromosomes in a typical body cell.
Cell membrane: Bounds the cell, not a gene.
DNA: The information-carrying polymer.
Gene: A section of DNA with information for a protein.
Genome: All the DNA of an organism.
Chromosome: A long DNA molecule packaged with proteins.
Would a small change help? · optional
Ask the lesson teacher for clearer labels, fewer cards, reading help, an adult-directed model or more thinking time. Your teacher will explain what can change, try it and check its effect. Ask privately or pass; no extra form is needed.
Group explanations · reveal after sorting
Nucleus → Cell structure. Contains chromosomes in a typical body cell.
Cell membrane → Cell structure. Bounds the cell, not a gene.
DNA → Genetic molecule or section. The information-carrying polymer.
Gene → Genetic molecule or section. A section of DNA with information for a protein.
Genome → Whole collection. All the DNA of an organism.
Chromosome → Genetic molecule or section. A long DNA molecule packaged with proteins.
Feedback loop
SPACE
VOICE · Choose a card, then choose a group.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose a card, then choose a group. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Sort using the evidence, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Choose a card, then choose a group” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose a card, then choose a group” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose a card, then choose a group” and take the reason in the pupil’s own mode.
Did it and explained → move on: Work through one example
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 4 MINUTES
Work through one example
Worked example
Explain why a gene is not a separate small container inside DNA.
Step 1
A chromosome includes a long DNA molecule.
Step 2
A gene is a particular section of that molecule.
Step 3
Mark a section on a drawn strand, rather than drawing a new box inside it.
Step 4
The genome is the whole collection of DNA, not one highlighted gene.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 4 MINUTES
Five labels, three relationship words
Arrange the cut-out labels and connect them with contains, packaged as and section of. Include “genome” outside the zoom as the complete collection of DNA, not another small component.
| Word | Use it accurately |
|---|---|
| Contains | Cell / nucleus / chromosomes |
| Packaged as | DNA and proteins form chromosomes |
| Section of | Gene is a section of DNA |
Worked explanation · reveal after thinking
A typical body cell contains a nucleus; its nucleus contains chromosomes. DNA is packaged with proteins as chromosomes. A gene is a section of DNA; the genome is all DNA. Label the diagram schematic/not to scale.
Feedback loop
SPACE
VOICE · Arrange the cut-out labels and connect…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Arrange the cut-out labels and connect them with contains, packaged as and section of. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Five labels, three relationshi, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Arrange the cut-out labels and connect them with contains, packaged as and section of” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Arrange the cut-out labels and connect them with contains, packaged as and section of” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Arrange the cut-out labels and connect them with contains, packaged as and section of” and take the reason in the pupil’s own mode.
Did it and explained → move on: Show your understanding
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 10 MINUTES
Show your understanding
Supported · choose one route
1. Build
Make a nested model using the supplied labels and relationship words.
Start with cell and nucleus. Add chromosome and DNA. Use “section of” to connect the gene label.
2. Challenge
Remove one label and ask a partner to restore it with a reason.
Remove one label. Offer two possible positions for your partner to choose between and justify.
3. Critique
State one helpful feature and one scientific limitation of your model.
Use: the model makes ___ easier to see, but it simplifies ___. Consider scale, packaging or cell exceptions.
Standard · choose one route
1. Build
Make a nested model using the supplied labels and relationship words.
Speak or direct an adult instead of cutting.
2. Challenge
Remove one label and ask a partner to restore it with a reason.
A correct position needs an explanation.
3. Critique
State one helpful feature and one scientific limitation of your model.
Keep the gene as a section, not a separate container.
Stretch · choose one route
1. Build
Make a nested model using the supplied labels and relationship words.
Speak or direct an adult instead of cutting.
2. Challenge
Remove one label and ask a partner to restore it with a reason.
A correct position needs an explanation.
3. Model limits
Why is a simple zoom picture useful but not a literal scale model?
Compare relative sizes, packaging and exceptions.
Feedback loop
SPACE
VOICE · Make a nested model using the supplied…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Make a nested model using the supplied labels and relationship words. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Show your understanding, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Make a nested model using the supplied labels and relationship words” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Make a nested model using the supplied labels and relationship words” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Make a nested model using the supplied labels and relationship words” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two small checks
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W12 · LESSON Classic · 4 MINUTES
Two small checks
Supported · 2 questions
1. Relate
Complete: A chromosome contains a long molecule of __; a gene is a __ of it.
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Use DNA and section.
Answer guidance
DNA; section.
2. Correct
Correct “a gene contains a whole chromosome”.
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Reverse the relationship without making a gene a separate box.
Answer guidance
A chromosome contains DNA, and a gene is a section of that DNA.
Standard · 2 questions
1. Relate
Complete: A chromosome contains a long molecule of __; a gene is a __ of it.
Help beside the question
Use DNA and section.
Answer guidance
DNA; section.
2. Correct
Correct “a gene contains a whole chromosome”.
Help beside the question
Reverse the relationship without making a gene a separate box.
Answer guidance
A chromosome contains DNA, and a gene is a section of that DNA.
Stretch · 2 questions
1. Relate
Complete: A chromosome contains a long molecule of __; a gene is a __ of it.
Help beside the question
Use DNA and section.
Answer guidance
DNA; section.
2. Model limits
Why is a simple zoom picture useful but not a literal scale model?
Help beside the question
Compare relative sizes, packaging and exceptions.
Answer guidance
It makes containment and section relationships clear, but omits real scale and DNA packaging; it represents a typical nucleated cell rather than every cell.
Keep one useful science explanation. No additional participation record is required.
Feedback loop
SPACE
VOICE · Complete: A chromosome contains a long…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Complete: A chromosome contains a long molecule of __; a gene is a __ of it. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Two small checks, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Complete: A chromosome contains a long molecule of __; a gene is a __ of it” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Complete: A chromosome contains a long molecule of __; a gene is a __ of it” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Complete: A chromosome contains a long molecule of __; a gene is a __ of it” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two small checks
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.