LAUNCH · Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1 · Week 7
| Key word | What it means |
|---|---|
| magnification | How many times bigger the image is: image size ÷ actual size. |
| diffusion | Net movement of particles from high to low concentration, no energy supplied by respiration. |
| osmosis | Net movement of water from dilute to concentrated through a partially permeable membrane. |
| active transport | Movement against the gradient, using energy from respiration. |
| resolution | The smallest gap that can still be seen as two separate things. |
Session plan: 40-minute session: Arrival 3; overview 1; I Do 1 4; We Do 1 4; I Do 2 3; We Do 2 4; independent work 15; feedback and next step 3; exit 3. Title orientation is untimed. The optional two-minute evidence check sits inside independent time. Keep extra practice available; use the core question, a contrasting example and a recheck before extending.
Name: ____________________ Tier ringed by adult: ◆ Supported ▲ Standard ★ Stretch Date:
I can recall and connect the key ideas of Topic 1: magnification, diffusion, osmosis and active transport.
From the word bank, write the magnification equation.
Write a one-line definition of diffusion AND osmosis.
Write one-line definitions of diffusion, osmosis and active transport.
Magnification → ______________________________
Diffusion → ______________________________
Osmosis → ______________________________
Active transport → ______________________________
Resolution → ______________________________
Only one of these needs energy → ______________________________
Magnification is how many times bigger the image is (image ÷ actual). Diffusion and osmosis move substances down a gradient with no energy supplied by respiration — osmosis moves water through a membrane. Active transport can sustain net movement against the gradient, using energy from respiration.
You build the map, not me. In the centre write 'cell'. Around it, write the four ideas with a one-line definition each, and draw a line from each to the cell. Then say the thread out loud: 'Magnification is how we see it; diffusion, osmosis and active transport are how things move in and out.' Your map is the evidence.
magnification, diffusion, osmosis, active transport, resolution
You build the map, not me. In the centre write 'cell'. Around it, write the four ideas with a one-line definition each, and draw a line from each to the cell. Then say the thread out loud: 'Magnification is how we see it; diffusion, osmosis and active transport are how things move in and out.' Your map is the evidence.
magnification, diffusion, osmosis, active transport, resolution
You build the map, not me. In the centre write 'cell'. Around it, write the four ideas with a one-line definition each, and draw a line from each to the cell. Then say the thread out loud: 'Magnification is how we see it; diffusion, osmosis and active transport are how things move in and out.' Your map is the evidence.
magnification, diffusion, osmosis, active transport, resolution
Task: Complete the Topic 1 knowledge map from the word bank, matching each idea to its one-line fact.
Task: Build the knowledge map unaided, then write which processes are passive and which needs energy.
Task: Build the map, then write a short paragraph connecting all four ideas through the cell.
Write a one-line definition of osmosis.
Pearson Edexcel GCSE (9–1) Biology 1BI0 (Foundation, grades 1–5); GCSE Combined Science 1SC0 F where appropriate; AQA UAS science units
Records what was observed, and at which level of independence.
| Pupil | ____________________ |
| Lesson | Discover: Topic 1 Knowledge Round-Up — LAUNCH Science · Week 7 |
| Date | ____________________ |
Observed in this lesson
☐ Recalled the magnification equation and resolution.
☐ Defined diffusion, osmosis and active transport.
☐ Identified which processes need energy and which go against the gradient.
Assessor comment
Ring the tier the pupil actually worked at
| ◆ Supported | ▲ Standard | ★ Stretch |
Assessor name ______________ Role ____________ Signature ______________ Date ________
Space: Retrieval can feel exposing when you are not sure. A blank you notice today is a blank you can fix before the assessment — that is the point.
Voice: If two ideas keep getting muddled for you, say which — the class probably shares it, and we will separate them.
Audience: Your knowledge map goes into the Topic 1 folder as the revision anchor.
Influence: The class decides which idea gets the most practice in the next two lessons.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your portfolio.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | Evidence filed: Yes / Not yet |
| Pupil response — my next step: | |