Structural Proteins

Overview

In this lesson, students explore how structural proteins such as actin and collagen support the body’s cells, tissues, and movement. They link specific protein structure and location to the functions students would expect in the body.

Learning intentions

• Students will identify key structural proteins (actin and collagen) and describe where they are found in the body.
• Students will explain how structural proteins help maintain cell shape, provide support, and enable movement.
• Students will use biological evidence (functions, locations, and properties) to justify the role of structural proteins in healthy bodies.
• Students will communicate scientific ideas clearly using accurate, age-appropriate terminology.

Success criteria

• I can describe at least two functions of structural proteins in the body.
• I can explain how actin relates to movement inside cells.
• I can explain how collagen provides support in tissues.
• I can link a protein’s location in the body to what it must do there.

Curriculum links

• Understanding of how cells and systems in the human body work together (including structure and function).
• Knowledge and application of scientific ideas about biological molecules and their roles in living things.
• Using scientific language to describe and explain phenomena.
• Developing practical reasoning by linking evidence to claims (explaining “because” statements).

Lesson structure (60 minutes)

1. 0–5 min: Starter retrieval

• Students complete a short, teacher-led recap of the previous lesson’s nutrient essentials (brief “name and function” prompts) using mini whiteboards.
• Teacher quickly sets the context: “Today is Lesson 13: Structural Proteins.”

2. 5–15 min: Hook and model thinking

• Teacher shows two real-life scenarios (e.g., “skin/scars and strength” and “muscle movement at the cellular level”) and asks students to predict which proteins might be involved and why.
• Provide a dyslexia-friendly reading option: a one-page summary with large font, short sentences, and “location → job” headings for actin and collagen.

3. 15–28 min: Focus input—actin

• Teacher explains actin’s role in cell structure and movement, using a simple diagram: actin filaments forming internal scaffolding that helps cells change shape and move.
• Students annotate a guided diagram with two key prompts: “Where is it?” and “What job must it do there?”

4. 28–40 min: Focus input—collagen

• Teacher explains collagen as a major structural protein in connective tissues, supporting skin, tendons, and other tissues, and helping tissues resist stretch.
• Students complete a quick “match and justify” task: protein (collagen) + tissue (connective tissue) + function (support/strength) with a one-sentence reason.

5. 40–52 min: Application—role-of-structure explanation

• In pairs, students create a short explanatory paragraph or storyboard panel answering: “How do structural proteins help keep the body working?”
• Provide success criteria reminders at the top of the task sheet: students must include at least two functions and link location to function.
• Teacher circulates with targeted questioning to prompt “because” reasoning (e.g., “What does the protein need to withstand in that tissue?”).

6. 52–58 min: Formative check—exit ticket

• Each student completes an exit ticket with:
• One claim about structural proteins (e.g., collagen supports tissues).
• One justification (e.g., because it is found in connective tissue and helps resist stretch).
• Collect for review and identify any misconceptions (e.g., confusing structural proteins with energy-providing nutrients).

7. 58–60 min: Close and preview

• Teacher summarises: actin supports cell movement/shape; collagen provides tissue strength and support.
• Briefly preview the next lesson in the unit so students see how the protein theme develops.

Resources

• Teacher slides or printed visuals showing actin filament-like structures and collagen in connective tissue
• Dyslexia-friendly handout: “Location → Job” cards for actin and collagen
• Guided diagram worksheet (two labelled sections: actin, collagen)
• Match-and-justify cards for a quick pair activity
• Sentence frame supports for explanation writing (e.g., “Collagen is found in…, so it helps…”)
• Mini whiteboards and pens for starter retrieval
• Exit ticket slips with two prompts
• Timer and success criteria strip for the board

Assessment

• Formative assessment through guided diagram annotation (accuracy of “location → job”).
• Pair task output checked for required elements: two functions and justified links.
• Exit ticket responses used to confirm students can describe the role of structural proteins in the body and address misunderstandings.

Differentiation

• Support:
• Provide pre-highlighted key terms and a bank of “because” sentence starters.
• Offer short reading passages in larger font and reduce text density.
• Allow students to complete the storyboard with icons plus one sentence instead of a full paragraph.
• Challenge/extension:
• Ask advanced learners to compare actin vs collagen using a “similarities and differences” table (type of role: movement inside cells vs strength in tissues).
• Invite them to predict how impaired structural proteins could affect body function (e.g., reduced tissue strength or impaired cell movement) and justify logically.
• EAL:
• Use visuals with minimal text, and allow oral rehearsal before writing.
• Permit explanations using sentence frames and translated key-word lists where available.
• SEN (including dyslexia):
• Chunk tasks into shorter steps with clear “stop points.”
• Provide the handouts in dyslexia-friendly formatting and avoid long paragraphs.

Extension (optional)

Not included (no extra request).