LAUNCH · GCSE Biology · Week 7 · Introduce
Topic 1 Knowledge Round-Up
🎯 Learning objective: I can retrieve and connect the key concepts from GCSE Biology Topic 1.
✅ Success criteria
- Recall magnification/resolution.
- Distinguish the three transport processes.
- Identify knowledge needing another retrieval cycle.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧬 Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1🧪 Cell Transport Knowledge Map⏱ 40 minutes
🧬
Introduce → Cell Transport Knowledge Mapobserve · predict · test · explain · applyQUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Stable conditions and clear expectations make GCSE thinking possible.
⏱ 4 min
🚪 Arrival · previous learningRetrieve the previous learning: W3–6 magnification, diffusion, osmosis, active transport.
Not here last lesson? Everything you need is in the box above — read it, then answer.
◆ Supported — three retrieval questions and one lead-in
R1 Last lesson
Point to the column that says energy.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Standard — Last lesson you compared the three transport processes. Which one needs energy?
R2 Week 6
Say where a root hair is found.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Standard — Week 6: how does a root hair cell take in minerals from dilute soil?
R3 Weeks 3–5
Point to the microscope.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Standard — Weeks 3–5: name the three ideas you have met — magnification, diffusion and one more.
Lead-in Into today
Today we pull Topic 1 together. Point to the first idea on the map.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Standard — Today we connect the whole topic. Which two ideas do you think link most closely?
▲ Standard — three retrieval questions and one lead-in
R1 Last lesson
Last lesson you compared the three transport processes. Which one needs energy?
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Stretch — Last lesson: explain how you would decide the process from an unfamiliar example.
R2 Week 6
Week 6: how does a root hair cell take in minerals from dilute soil?
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Stretch — Week 6: mineral uptake is linked to respiration. Explain the evidence for that.
R3 Weeks 3–5
Weeks 3–5: name the three ideas you have met — magnification, diffusion and one more.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Stretch — Weeks 3–5: microscopy came first. Explain how it made the transport explanations possible.
Lead-in Into today
Today we connect the whole topic. Which two ideas do you think link most closely?
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Stretch — Knowing facts separately is not the same as connecting them. Say what a connection adds.
★ Stretch — three retrieval questions and one lead-in
R1 Last lesson
Last lesson: explain how you would decide the process from an unfamiliar example.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Supported — Point to the column that says energy.
R2 Week 6
Week 6: mineral uptake is linked to respiration. Explain the evidence for that.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Supported — Say where a root hair is found.
R3 Weeks 3–5
Weeks 3–5: microscopy came first. Explain how it made the transport explanations possible.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Supported — Point to the microscope.
Lead-in Into today
Knowing facts separately is not the same as connecting them. Say what a connection adds.
Non-reading route: point to it, say it, or show it. An adult can scribe your exact words. Next step up: Supported — Today we pull Topic 1 together. Point to the first idea on the map.
Arrival retrieves three times, then leads in. R1 is last lesson, R2 is the previous week, R3 is older material, and the lead-in opens today without teaching today’s concept.
LAUNCH response routes
📝 write / edit🗣 structured verbal📏 measure / calculate📊 graph / interpret🧪 practical / demonstrate🔁 re-attempt
Access changes the response route, not the GCSE Biology entitlement.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Quiet retrieval before new demand; uncertainty is information, not public failure.
⏱ 4 min
🌱 Starter · observe / predict🔍 Scientific question
Magnification, diffusion, osmosis and active transport seem separate. What single object connects them?
FRAME 1/4
CELL IN CENTRE
Pause for observation or prediction before advancing.
FRAME 2/4
RETRIEVE BEFORE REVEAL
Pause for observation or prediction before advancing.
FRAME 3/4
SEPARATE CONFUSING PAIRS
Pause for observation or prediction before advancing.
FRAME 4/4
USE GAPS TO PLAN NEXT RETRIEVAL
Pause for observation or prediction before advancing.
🎯 Commit to a prediction
Before we map it: what makes knowledge usable in an exam?
Choose one. Say it, point to it, or press it.
Nothing here is right or wrong yet, and nothing is marked, scored or stored. A prediction is still worth having when it turns out differently — that is what makes the test worth running.
LAUNCH response routes
📝 write / edit🗣 structured verbal📏 measure / calculate📊 graph / interpret🧪 practical / demonstrate🔁 re-attempt
Access changes the response route, not the GCSE Biology entitlement.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Prediction/observation precedes explanation.
⏱ 5 min
👩🏫 I Do · model the reasoning🧠 Teacher reasoning model — reveal only after the class has observed/predicted.
STEP Put the cell at the centre.
STEP Build one branch, then ask pupils to predict the rest.
STEP Treat blank/uncertain recall as diagnostic information.
✔ What this model helps us seeIt shows Topic 1 as connected ideas rather than a list, so links become visible.
✘ What this model does not showIt leaves out which links you can actually make unprompted — a completed map does not show whether you built it or copied it.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models scientific reasoning; staff watch access and the point where the idea lands.
⏱ 5 min
🤝 We Do · hinge & responseCommit before reveal: Which process moves against gradient and needs energy?
Answer first. The reveal is earned by the response, not by a timer.
LAUNCH response routes
📝 write / edit🗣 structured verbal📏 measure / calculate📊 graph / interpret🧪 practical / demonstrate🔁 re-attempt
Access changes the response route, not the GCSE Biology entitlement.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next question, explanation or scaffold changes because of it.
⏱ 4 min
👩🏫 I Do 2 · connect / extend🧠 Teacher reasoning model — reveal only after the class has observed/predicted.
STEP Use cue → wait → response → reveal/check.
STEP Separate common confusing pairs.
STEP Use class pattern to choose focus, then recheck individuals.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models scientific reasoning; staff watch access and the point where the idea lands.
⏱ 4 min
🤝 We Do 2 · scientific model / dataInteractive reasoning: predict/observe first → use the model → explain the evidence → adult receives it.
🧠 Topic 1 retrieval map
Magnification
image size ÷ actual size · no unit
Diffusion
net movement high→low · passive
Osmosis
water through a partially permeable membrane · passive
Active transport
against gradient · energy from respiration
Retrieve before opening each branch. Clicking is the check, not the retrieval.
🔗 Connection lab
The map above checks single ideas one at a time. This lab is button-only. It tests the LINKS between the ideas — the connections are where Topic 1 questions live.
Step 1 · Predict, before you test
Which pair of Topic 1 ideas is most tightly linked?
Choose one. Say it, point to it, or press it. Nothing here is right or wrong yet.
Step 2 · Test each connection
Press one to test it.
Frozen results — these stay on the page
Nothing tested yet.
Step 3 · Explain
SCIENCE GLITCH: “Osmosis is just diffusion, so one definition covers both.”
Use your frozen list as the evidence. Decide, then say why.
Every step is a button, and each option carries a shape and a word as well as its colour. Say it, point to it or have an adult press it — the route does not change the Biology.
LAUNCH response routes
📝 write / edit🗣 structured verbal📏 measure / calculate📊 graph / interpret🧪 practical / demonstrate🔁 re-attempt
Access changes the response route, not the GCSE Biology entitlement.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next question, explanation or scaffold changes because of it.
⏱ 10 min
✏️ Independent · evidence & transfer✏️ Independent GCSE Biology
Build a Topic 1 map from memory. Work on your own first. Then open the reveal. Check each link. Correct the weak ones. Mark each fix in a new colour.
🧪 PRACTICAL / EVIDENCE READY
EquipmentTopic 1 map sheet/cards; local retrieval tool; prior evidence folder.
Safety / accessRetrieval can feel exposing: private/paired response and think time; no ranking.
Evidence targetPupil knowledge map + visible corrections/additions after feedback.
10 minutes. Supported / Standard / Stretch are movable routes, not grade identities.
◆ Start with a part-complete map. Place the missing words.
Take the cue cards away. One at a time.
Fade: remove the first prompt that no longer changes success.
▲ Use a blank map. Fill in all four branches.
Write a short definition first. Then the application.
Fade: remove the first prompt that no longer changes success.
★ Add cross-links to your map. Give one application for each transport process.
A cross-link explains a relationship. It is not just one more fact.
Fade: remove the first prompt that no longer changes success.
1 · Learner decisionprediction, plan, command-word choice or calculation set-up
2 · Observable Sciencemeasurement, graph, working, model, practical result or answer
3 · Learner responseexplanation, evaluation, edit or re-attempt after feedback
📖 WORD HELP
diffusionspreading out from where there is more to where there is less
osmosiswater moving across a partially permeable membrane towards the stronger solution
active transportmoving substances against the gradient, using energy
Use the Biology word first. Ask for help only when you need it. TA fade route: model the word. Then prompt for it. Then wait for it. Drop a step as soon as the pupil no longer needs it.
LAUNCH response routes
📝 write / edit🗣 structured verbal📏 measure / calculate📊 graph / interpret🧪 practical / demonstrate🔁 re-attempt
Access changes the response route, not the GCSE Biology entitlement.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil reasoning stays attributable; feedback produces an edit, re-attempt, calculation, explanation or application.
⏱ 4 min
🎫 Exit · receive and use the response◆ Supported
Which two processes are passive?
▲ Standard
Define osmosis.
★ Stretch
Explain one connection between magnification and cell transport.
🔁 LAUNCH Lundy close — use the existing work
1) Pupil answers / edits / re-attempts. 2) Adult genuinely reads, listens or watches and names back what was received. 3) Where appropriate, the pupil adds the single response/next-step line on the same work: “I changed / next I will …”
No adult signature/countersignature. If local policy uses R, it follows genuine Audience only; this page never adds it automatically.
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:
LAUNCH response routes
📝 write / edit🗣 structured verbal📏 measure / calculate📊 graph / interpret🧪 practical / demonstrate🔁 re-attempt
Access changes the response route, not the GCSE Biology entitlement.
QUESTIONEVIDENCEPATTERNEXPLANATIONAPPLICATIONEVALUATION
LAUNCH rule: the explanation is earned by observation, prediction, measurement, testing or reasoning from evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
LAUNCH response stays on the existing work; adult genuinely receives it, then the next learning move changes.