What Is Life?

Overview

This opening lesson launches the 30-lesson unit Cells: The Basis of Life. Students examine what distinguishes living from non-living things, preview the module’s inquiry questions and learning expectations, and establish the collaborative and laboratory routines needed for Biology practical work.

Learning intentions

Students will:

• identify observable features shared by living things
• connect the features of life to the role of cells
• become familiar with the unit inquiry questions, learning goals and assessment expectations
• practise safe, responsible and collaborative laboratory routines
• contribute effectively to a scientific discussion and group task

Success criteria

• I can identify and justify features that distinguish living things from non-living things.
• I can explain that cells are the basic organisational units of living things.
• I can describe how I will participate safely and responsibly in Biology practical work.
• I can identify what I need to learn and demonstrate during this unit.

Curriculum links

• Cells as the basis of life: explaining how cell structures enable biological processes needed for life.
• The basis of life: identifying features of living and non-living things.
• Living systems: identifying components of living things and their functions.
• Cells to systems: recognising how cells contribute to complex multicellular organisms.

Lesson structure (60 minutes)

1. 0–5 min · Hook: Is it alive? Teacher displays a striking image sequence, such as a flame, virus, crystal, seed and human cell, and opens the hook and opening question slides with the question, “What evidence would convince you that something is alive?” Students make an individual decision for each example and briefly justify one response to a partner.

2. 5–13 min · Elicit prior knowledge. Teacher conducts a whole-class brainstorm under the headings “living”, “non-living” and “uncertain”, recording student language without immediately correcting it. Students contribute possible characteristics of life, such as cellular organisation, energy use, growth, response to stimuli, reproduction, waste removal and maintaining internal conditions.

3. 13–23 min · Module launch. Teacher uses the module overview and inquiry-question slides to introduce the unit focus: cells as the basis of life; cells and their environments; biochemical processes; and cell division. Explain that the class will investigate how structures and processes at the cellular level support life, and preview evidence students will produce through practical reports, data analysis, explanations and ongoing formative checks. Students complete the “What I already know / What I want to find out” section of the module launch organiser.

4. 23–35 min · Group classification inquiry. Teacher forms seven groups of five and gives each group a set of teacher-prepared example cards or projected examples. Using the classification activity instructions and criteria slide, groups classify examples as living, non-living or uncertain and develop two evidence-based rules for their decisions. Assign roles: facilitator, recorder, evidence checker, reporter and equipment/safety manager. Students discuss whether each rule applies to all examples and prepare one unresolved question for the class.

5. 35–45 min · Share and connect to cells. Teacher invites selected groups to report one classification disagreement and prompts: “What can we observe directly?” and “What might require evidence at the cellular level?” Use the discussion and cell-connection slides to establish the key idea that all living things are made of cells, and that cell structures enable processes such as obtaining materials, releasing energy, responding and reproducing. Students add one revised idea and one question to their worksheet.

6. 45–54 min · Laboratory routines and safety. Teacher demonstrates routines using the laboratory expectations and safety slides: enter quietly, tie back hair, wear eye protection when directed, follow written instructions, identify hazards, handle microscopes and glassware carefully, report spills or breakages immediately, never eat or drink, wash hands and leave benches ready for the next class. Students complete a rapid safety check on the worksheet, including identifying the safest response to a spill, an unidentified substance and damaged equipment.

7. 54–60 min · Plenary and exit reflection. Teacher returns to the opening question through the plenary and exit-ticket prompt slide and asks students to complete the final section of the module launch organiser: “One feature of life is…”, “Cells are important because…”, and “One safe laboratory behaviour I will demonstrate is…”. Students submit the worksheet before leaving and rate their confidence from 1–5 against the learning intentions.

Resources

• the complete module launch slide deck
• the module launch organiser
• Projector or interactive display
• Teacher-prepared living/non-living/uncertain example cards or images
• Laboratory safety equipment for demonstration
• Safety glasses and a microscope or glassware for modelling
• Whiteboard and markers
• Group role cards or displayed role instructions

Assessment

• Listen for whether students justify classifications using evidence rather than relying only on personal opinion; question groups that use vague criteria such as “it moves”.
• Check worksheet responses for accurate features of living things, the connection between cells and life processes, and understanding of safety procedures.
• Use the exit reflection and confidence rating to identify misconceptions and students requiring support before the first cell-structure lesson.

Differentiation

• Provide a word bank on the module launch organiser with terms including cell, energy, stimulus, reproduction, waste and homeostasis, plus sentence starters such as “I classified this as… because…”.
• Allow students to record ideas as labelled diagrams, dot points or speech-to-text responses; read key instructions aloud and display them visually.
• Pair EAL/D students with supportive peers and explicitly clarify terms such as “living”, “process”, “evidence” and “structure”.
• For students ready for extension, ask them to identify a feature that is difficult to use as a universal definition of life and explain why viruses or dormant seeds create a challenge.
• Maintain mixed-ability groups, allocate roles flexibly, and provide a quiet option for students who find whole-class discussion overwhelming.