LAUNCH · Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1 · Week 7
| Key word | What it means |
|---|---|
| describe | Say what happens. No reason needed. |
| explain | Say WHY it happens — 'because' usually belongs. |
| calculate | Work out a number, show working, give the unit (or × for magnification). |
| compare | Similarities AND differences, both sides named. |
| command word | The word that tells you what kind of answer to give. |
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 choose what a Topic 1 question wants from its command word and answer to it.
Match the command word to its demand: describe / explain / calculate.
Write what 'explain' needs that 'describe' does not.
Write what describe, explain, calculate and compare each require.
'It gains mass.' for 'Describe' → ______________________________
'It gains mass.' for 'Explain [3]' → ______________________________
'×400' with working for 'Calculate' → ______________________________
Only about diffusion for 'Compare' → ______________________________
A three-line answer for a 1-mark 'State' → ______________________________
'Because osmosis, water moves in through the membrane' for 'Explain' → ______________________________
Explain why the potato gains mass in pure water. [3] — The water concentration is higher outside the cells than inside (1), so water moves in by osmosis (1) through the partially permeable cell membranes (1).
You answer three Topic 1 questions, each a different command word, and mark your OWN answers against the board: did the answer match the command word? For 'explain', is there a scientifically valid reason? For 'compare', are both sides there? Tick the ones that match. You are checking the SHAPE, never awarding a grade.
describe, explain, calculate, compare, command word
You answer three Topic 1 questions, each a different command word, and mark your OWN answers against the board: did the answer match the command word? For 'explain', is there a scientifically valid reason? For 'compare', are both sides there? Tick the ones that match. You are checking the SHAPE, never awarding a grade.
describe, explain, calculate, compare, command word
You answer three Topic 1 questions, each a different command word, and mark your OWN answers against the board: did the answer match the command word? For 'explain', is there a scientifically valid reason? For 'compare', are both sides there? Tick the ones that match. You are checking the SHAPE, never awarding a grade.
describe, explain, calculate, compare, command word
Task: Six Topic 1 questions with the command word highlighted and a sentence starter for each.
Task: Eight Topic 1 questions across all four command words, answered to the correct shape.
Task: Eight questions including a calculate and a compare, then review two answers and correct any command-word mismatch.
A question says 'Compare'. What two things must your answer include?
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 | Use: Command Words Across Topic 1 — LAUNCH Science · Week 7 |
| Date | ____________________ |
Observed in this lesson
☐ Stated what each command word requires.
☐ Answered Topic 1 questions to the correct shape.
☐ Spotted an answer that did not match its command word.
Assessor comment
Ring the tier the pupil actually worked at
| ◆ Supported | ▲ Standard | ★ Stretch |
Assessor name ______________ Role ____________ Signature ______________ Date ________
Space: Switching command words quickly is a real load. The reference card stays on the board — you are not tested on remembering the words today.
Voice: If a question feels like it is asking two things at once, say so — sometimes it is, and that is worth naming.
Audience: Your answers go into the Topic 1 folder and feed straight into next lesson's exam practice.
Influence: The class chooses which command word gets one more worked example before the exam practice.
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: | |