# Learner pages · ten cell-science starters

Use the [original fact/model cards](MODEL-CARDS.md). 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](STUDENT-CHECKS.md) 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.

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