Learner pages · ten… | Year 11 Biology · T1 W1–2 · Learner prompts

Use the original fact/model cards. Your teacher will offer three ways to make the same biology claim each day; choose or switch. Name what a model states, what that supports, and what it leaves open. These are teaching models, not microscope observations. No personal health information or live specimens are needed. The two public formative check cards arrive on Days 5 and 10.

Day	Your work in seven minutes	Evidence to hand in
1 · A picture is a model	Read Card D's unfinished sketch. Mark one visible label, one cautious interpretation and one conclusion the sketch cannot support.	Three linked statements; use not shown rather than absent for a blank drawing.
2 · Shared features	Compare the Pond bacterium and Leaf mesophyll teaching models. Find membrane, cytoplasm, DNA and ribosomes in each. Where is DNA located differently?	Four shared features and a DNA-location distinction.
3 · Organisation	Compare Pond bacterium with Human intestinal lining models. Which has a membrane-bound nucleus? Include one shared feature and explain why the unfinished sketch is unresolved.	A comparison, feature evidence and a limit.
4 · A leaf cell	Caption the Leaf mesophyll and Human intestinal lining model pair. Give the chloroplast's job, the large central vacuole's job in this plant model, and two features they share.	Two accurate captions and a statement that not all plant cells contain chloroplasts.
5 · Fresh check A	Work from the new Files J/K your teacher gives you. Do not look at a key before your first response.	Your classifications only where justified, two cited features and one conclusion still open.
6 · A protein route	For an illustrative secreted protein, order ribosome on rough ER, ER processing, Golgi sorting, product leaving the cell. Explain the first two structures' different jobs and a limit.	Ordered route, jobs and some proteins qualifier.
7 · Different cell jobs	Pair lysosome, large central vacuole and smooth ER with the most fitting named jobs on Card C. Explain why a single organelle list cannot describe every cell.	Three pairs plus one narrow qualifier.
8 · Levels	Order both chains in Card E from cell to system. Tell how intestinal epithelial tissue relates to the small intestine, without saying it is the whole organ.	Two ordered chains and a justified contributes to arrow.
9 · Claim audit	Repair these claims: “If there is no label, there is no nucleus”; “Every plant cell has chloroplasts”; “Every protein passes through Golgi.” Name the card evidence and what remains open.	Three corrections with reasons.
10 · Fresh check B	Work from new Files L/M. Keep your first response before feedback.	Two organelle-function explanations, one ordered hierarchy, one limit.

Access: You may read the supplied full text, hear it read, use the full-word movable cards, type, write, direct a scribe or use AAC. Say which route and support you used. A spoken answer can show Biology understanding; independent reading needs separate evidence if that is being assessed. Extra time and breaks are available locally without changing the biology target.