<p> t</p><p>Form/Class e e h s</p><p> t n e m s s</p><p>Biology Term 1 – Living systems e s</p><p>Use this sheet to help you track your progress and reach your target: s A</p><p>– Self Peer Teacher 1    m r e</p><p>Assessment focus: T</p><p> y</p><p>Cells and organisation – Observing, interpreting and recording cell structure using a light microscope. g o l</p><p>Learning I can label the main parts of a microscope. o i / B Mastering I can explain the importance of microscopes to the / understanding of cell biology. Expanding I can analyse how advances in microscopes have / allowed scientists to discover more about cells.</p><p>Assessment focus: Cells and organisation – The similarities and differences between plant and animal cells. Learning I can state the similarities and differences between / plant and animal cells. Mastering I can apply my knowledge of cell structure to recognise / structures in unfamiliar cells. Expanding I can explain how the structure of specialised cells / relates to their function.</p><p>Assessment focus: Cells and organisation – The role of diffusion in the movement of materials in and between cells. Learning I can describe how diffusion moves substances in and / out of cells. Mastering I can explain how temperature affects the rate of / diffusion. Expanding I can use the particle model to explain how different / factors affect the rate of diffusion.</p><p>© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only. SMART SCIENCE 1 t e Form/Class e Biology Term 1 h s t n e m s s</p><p> e Self Peer Teacher s s    A</p><p>–</p><p>Assessment focus: 1 Cells and organisation – The hierarchical organisation of multicellular organisms – from cells to tissues m r</p><p> e to organs to systems to organisms. T</p><p> y Learning I can identify structures as cells, tissues, organs or g o l / organ systems. o i</p><p>B Mastering I can order structures to show how living organisms are / organised. Expanding I can compare unicellular to multicellular organisms / and explain structural adaptations.</p><p>Assessment focus: The skeletal and muscular systems – The structure and functions of the human skeleton – to include support, protection and movement. Learning I can state the functions of the skeleton, muscles and / joints. Mastering I can explain how the antagonistic muscles provide / movement for the skeleton. Expanding I can compare the properties of tendons, muscles and / ligaments.</p><p>Assessment focus: The skeletal and muscular systems – The interaction between skeleton and muscles; the function of muscles and examples of antagonistic muscles. Learning I can recall that muscles contract to bring about / movement. Mastering I can label a synovial joint and explain the function of / each part. Expanding I can apply the functions of each part of the joint to / explain the causes and treatment of different injuries.</p><p>Teacher’s comments: </p><p>What I need to do to improve:</p><p>2 TEACHER’S HANDBOOK 1 © Smart Learning Ltd 2014 – Copying permitted for purchasing institution only.</p>