Heredity: Cell Division and Inheritance: a full term of science

Ten ready-to-teach lessons for Year 10 Biological sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

Start here: five minutes to Monday

1. Skim the term at a glance on the next page.
2. Print the lesson you need (plan, worksheet, cards).
3. Gather everyday items under You need on the plan.
4. Open the free interactive unit on your board.
5. Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

The term at a glance

One lesson a week for a term. Run in order where you can.

Curriculum links (Australian Curriculum V9)

The term teaches AC9S10U01. Lessons also work these Inquiry and Human Endeavour descriptors:

Assessment

• Every plan ends with answers and look-fors.
• The assessment kit near the front has a rubric and class checklist.
• Lesson 10 is the summative check and model task.

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Safety in one look

• No open flames, hotplates or boiling water for children.
• Adult pours warm water when a plan needs heat.
• Wipe spills; keep floors clear.
• Food allergy checks before any tasting stations.

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Class observation checklist

A tick a lesson is plenty.

Word wall cards

Cut out and build the wall as words arrive across the term.

Dear families

This term in science, Year 10 explores heredity: cell division and inheritance. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

• Talk about a pattern you both notice outdoors or in the kitchen.
• Ask for one science word from the week and use it in a sentence.
• Draw a simple diagram of something they investigated.

Warm regards,

The Year 10 team

seegongsik.com/au/y10/biological/AC9S10U01/pack

Mitosis versus meiosis

Children explore “Mitosis versus meiosis” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind mitosis versus meiosis in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Mitosis versus meiosis” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about mitosis versus meiosis.
• Drawings or numbers match the board story.

Mitosis versus meiosis

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

From DNA up to the cell

Children explore “From DNA up to the cell” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind from dna up to the cell in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “From DNA up to the cell” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about from dna up to the cell.
• Drawings or numbers match the board story.

From DNA up to the cell

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Build a Punnett square

Children explore “Build a Punnett square” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind build a punnett square in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Build a Punnett square” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about build a punnett square.
• Drawings or numbers match the board story.

Build a Punnett square

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Dominant or recessive: which trait shows

Children explore “Dominant or recessive: which trait shows” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind dominant or recessive: which trait shows in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Dominant or recessive: which trait shows” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about dominant or recessive: which trait shows.
• Drawings or numbers match the board story.

Dominant or recessive: which trait shows

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Trait probability in the offspring

Children explore “Trait probability in the offspring” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind trait probability in the offspring in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Trait probability in the offspring” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about trait probability in the offspring.
• Drawings or numbers match the board story.

Trait probability in the offspring

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Mitosis versus meiosis

Children explore “Deeper look: Mitosis versus meiosis” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind mitosis versus meiosis in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Mitosis versus meiosis” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about mitosis versus meiosis.
• Drawings or numbers match the board story.

Deeper look: Mitosis versus meiosis

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: From DNA up to the cell

Children explore “Deeper look: From DNA up to the cell” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind from DNA up to the cell in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: From DNA up to the cell” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about from DNA up to the cell.
• Drawings or numbers match the board story.

Deeper look: From DNA up to the cell

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Build a Punnett square

Children explore “Deeper look: Build a Punnett square” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind build a Punnett square in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Build a Punnett square” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about build a Punnett square.
• Drawings or numbers match the board story.

Deeper look: Build a Punnett square

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Deeper look: Dominant or recessive: which trait shows

Children explore “Deeper look: Dominant or recessive: which trait shows” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind dominant or recessive: which trait shows in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Deeper look: Dominant or recessive: which trait shows” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about dominant or recessive: which trait shows.
• Drawings or numbers match the board story.

Deeper look: Dominant or recessive: which trait shows

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

• explain the idea behind show what we know in Year 10 words,
• use the board picture to check our thinking,
• record an example with evidence.

Success criteria

• I can show one clear example of today’s idea.
• I can say the idea in a short science sentence.

You need

• interactive unit open on “Show what we know” when available,
• worksheet (next sheet), one per child,
• optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

Split point: after On the board. Session B is worksheet and share.

Watch for

• Skipping the board and only copying answers -- bring them back to the picture.
• Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

• Easier: complete the first two worksheet items together.
• Bigger: invent one new example for a partner to solve.

Answers and look-fors

• Meeting the idea sounds like a clear sentence about show what we know.
• Drawings or numbers match the board story.

Show what we know

Use the board picture. Show your thinking with words or drawings.

Exit tickets

Look-for: a science idea plus something observed or measured.