1. Locate
Which part of a typical body cell contains chromosomes?
Help beside the question
Read or point first. Use the cell diagram: membrane, cytoplasm, nucleus.
Answer guidance
The nucleus.
LAUNCH · GCSE BIOLOGY FOUNDATION · W9 · LESSON Classic · Aut2·W1
Copy, separate, divide: model workshop
Learning objective
Use a physical or adult-directed chromosome model to demonstrate how genetic information is conserved.
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. Prepare
What must happen to DNA before the cell divides?
Help beside the question
Read or point first. Think about giving each new cell a full set.
Answer guidance
DNA must be copied.
3. Cell number
One cell divides once. How many daughter cells form?
Help beside the question
Read or point first. Count the final outlines, not the chromosomes.
Answer guidance
Two.
4. Reason
Why does a healing cut need new cells?
Help beside the question
Read or point first. Connect replacement with repair.
Answer guidance
New cells replace damaged or lost cells.
Standard · 4 questions
1. Locate
Which part of a typical body cell contains chromosomes?
Help beside the question
Use the cell diagram: membrane, cytoplasm, nucleus.
Answer guidance
The nucleus.
2. Prepare
What must happen to DNA before the cell divides?
Help beside the question
Think about giving each new cell a full set.
Answer guidance
DNA must be copied.
3. Cell number
One cell divides once. How many daughter cells form?
Help beside the question
Count the final outlines, not the chromosomes.
Answer guidance
Two.
4. Reason
Why does a healing cut need new cells?
Help beside the question
Connect replacement with repair.
Answer guidance
New cells replace damaged or lost cells.
Stretch · 4 questions
1. Locate
Which part of a typical body cell contains chromosomes?
Help beside the question
Use the cell diagram: membrane, cytoplasm, nucleus.
Answer guidance
The nucleus.
2. Prepare
What must happen to DNA before the cell divides?
Help beside the question
Think about giving each new cell a full set.
Answer guidance
DNA must be copied.
3. Cell number
One cell divides once. How many daughter cells form?
Help beside the question
Count the final outlines, not the chromosomes.
Answer guidance
Two.
4. Reason
Why does a healing cut need new cells? Give a reason.
Help beside the question
Connect replacement with repair.
Answer guidance
New cells replace damaged or lost cells. Accept a scientifically correct reason that uses the relevant model or evidence.
Feedback loop
SPACE
VOICE · Which part of a typical body cell…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Which part of a typical body cell contains chromosomes? 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 “Which part of a typical body cell contains chromosomes” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Which part of a typical body cell contains chromosomes” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Which part of a typical body cell contains chromosomes” 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 · W9 · LESSON Classic · 3 MINUTES
Choose a first idea
A cell has copied its DNA. Has it already become two cells?
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 · W9 · LESSON Classic · 5 MINUTES
Watch the model
During interphase the cell grows and copies its DNA. Each replicated chromosome has two joined sister chromatids.
Worked explanation · reveal after thinking
This schematic uses four chromosomes, not the human number. A replicated X is one chromosome with two sister chromatids. After chromatids separate, each is a chromosome. DNA copying does not mean each daughter cell has twice the chromosome number. The full cycle includes interphase, mitosis and cytokinesis. Interphase chromosome symbols show DNA copies schematically; the chromosomes are not normally visibly condensed at this stage.
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
Prepare and copy. During interphase the cell grows and copies its DNA. Each replicated chromosome has two joined sister chromatids.
Line up. During metaphase the replicated chromosomes line up at the centre of the cell.
Separate copies. During anaphase sister chromatids separate. One copy of each chromosome moves to each end.
Divide the cell. Nuclei reform and the cytoplasm divides. Two daughter cells each receive the same chromosome set.
LAUNCH · GCSE BIOLOGY FOUNDATION · W9 · 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.
Before mitosis
Mitosis
Cytokinesis
Choose a card first.
Read the card clues
DNA is copied: Copying prepares identical genetic information for each daughter cell.
The cell grows: Growth happens during interphase.
Chromosomes line up: Metaphase is part of mitosis.
Chromosome copies separate: Anaphase separates the copied information.
Nuclei reform: Telophase completes nuclear division.
Cytoplasm divides: Cytokinesis forms two separate cells.
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
DNA is copied → Before mitosis. Copying prepares identical genetic information for each daughter cell.
The cell grows → Before mitosis. Growth happens during interphase.
Chromosomes line up → Mitosis. Metaphase is part of mitosis.
Chromosome copies separate → Mitosis. Anaphase separates the copied information.
Nuclei reform → Mitosis. Telophase completes nuclear division.
Cytoplasm divides → Cytokinesis. Cytokinesis forms two separate cells.
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 · W9 · LESSON Classic · 4 MINUTES
Work through one example
Worked example
A parent model has 2 chromosomes. Explain why it copies DNA before dividing.
Step 1
Notice the starting set: 2 chromosomes.
Step 2
Copy the DNA during interphase: each chromosome now has two sister chromatids.
Step 3
Separate one copy of each to each new nucleus.
Step 4
Each daughter receives 2 chromosomes: a complete matching set.
LAUNCH · GCSE BIOLOGY FOUNDATION · W9 · LESSON Classic · 4 MINUTES
A four-chromosome modelling challenge
Start with four chromosome pieces. Add matching sister copies without losing chromosome identity. Align, separate one of each to each end, then form two cell outlines. A pupil may direct every adult movement.
| Checkpoint | Question |
|---|---|
| Before copying | How many chromosomes? |
| After copying | How many joined replicated chromosomes? |
| After division | How many in each daughter? |
Worked explanation · reveal after thinking
Four before copying; four replicated chromosomes after copying; four chromosomes in each daughter. DNA amount doubles before separation; it is shared into two full matching sets.
Feedback loop
SPACE
VOICE · Start with four chromosome pieces.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Start with four chromosome pieces. In-lesson edit; structured verbal response; for full essays, deferred edit.
At A four-chromosome modelling ch, 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 “Start with four chromosome pieces” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Start with four chromosome pieces” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Start with four chromosome pieces” 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 · W9 · LESSON Classic · 10 MINUTES
Show your understanding
Supported · choose one route
1. Direct
Give instructions that make an adult model the whole cycle.
Use three labels: copying / separating / dividing. Point to the matching action before naming the stage.
2. Audit
Swap two labels deliberately; find and repair the errors.
Swap two labels. Ask a partner to point to the mismatch and explain “this should be ___ because ___”.
3. Explain
Explain how the model conserves the original information.
Count each numbered chromosome before copying and in each daughter. Use the counts to explain the conserved information.
Standard · choose one route
1. Direct
Give instructions that make an adult model the whole cycle.
Name copying, lining up, separating and dividing.
2. Audit
Swap two labels deliberately; find and repair the errors.
Use chromosome counts and where copying occurs.
3. Explain
Explain how the model conserves the original information.
Each daughter receives one copy of every chromosome.
Stretch · choose one route
1. Direct
Give instructions that make an adult model the whole cycle.
Name copying, lining up, separating and dividing.
2. Audit
Swap two labels deliberately; find and repair the errors.
Use chromosome counts and where copying occurs.
3. Critique
“An X-shaped chromosome means the chromosome number has doubled.” Correct this.
Distinguish one chromosome from two joined chromatids.
Feedback loop
SPACE
VOICE · Give instructions that make an adult…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Give instructions that make an adult model the whole cycle. 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 “Give instructions that make an adult model the whole cycle” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Give instructions that make an adult model the whole cycle” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Give instructions that make an adult model the whole cycle” 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 · W9 · LESSON Classic · 4 MINUTES
Two small checks
Supported · 2 questions
1. Order
Put these in order: mitosis / DNA copying / cytokinesis.
Help beside the question
Point or arrange first. Use: first ___, then ___, finally ___. Copy first; divide the cytoplasm last.
Answer guidance
DNA copying in interphase → mitosis → cytokinesis.
2. Explain
Why is DNA copied before mitosis?
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Each new nucleus needs…
Answer guidance
So each daughter nucleus can receive a complete, identical chromosome set.
Standard · 2 questions
1. Order
Put these in order: mitosis / DNA copying / cytokinesis.
Help beside the question
Copy first; divide the cytoplasm last.
Answer guidance
DNA copying in interphase → mitosis → cytokinesis.
2. Explain
Why is DNA copied before mitosis?
Help beside the question
Each new nucleus needs…
Answer guidance
So each daughter nucleus can receive a complete, identical chromosome set.
Stretch · 2 questions
1. Order
Put these in order: mitosis / DNA copying / cytokinesis.
Help beside the question
Copy first; divide the cytoplasm last.
Answer guidance
DNA copying in interphase → mitosis → cytokinesis.
2. Critique
“An X-shaped chromosome means the chromosome number has doubled.” Correct this.
Help beside the question
Distinguish one chromosome from two joined chromatids.
Answer guidance
A replicated X is one chromosome with two joined sister chromatids. The amount of DNA has doubled, but the chromosome count has not doubled at this point.
Keep one useful science explanation. No additional participation record is required.
Feedback loop
SPACE
VOICE · Put these in order: mitosis / DNA…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Put these in order: mitosis / DNA copying / cytokinesis. 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 “Put these in order: mitosis / DNA copying / cytokinesis” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Put these in order: mitosis / DNA copying / cytokinesis” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Put these in order: mitosis / DNA copying / cytokinesis” 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.