CELLS

1. CELLS Year 7 29 September, 2012 1 In this unit pupils: � learn that cells are the basic units of life and are organised into tissues from which organs are made � explore cell structure and differences between plant and animal cells � learn about some functions of cells In scientific enquiry pupils: � learn how observations made with a microscope helped ideas about the structure of living things to develop � learn to use a microscope safely and effectively � make observations using a microscope and record these in drawings � compare and interpret information from microscopic observation � draw conclusions from observations and explain these using scientific knowledge � are introduced to the importance of sampling in biological investigations � carry out an investigation into the growth of pollen tubes, controlling relevant variables and taking account of those which cannot be controlled Much of this work involves the interpretation and analysis of visual information gathered from a variety of sources. The use of enlarged images and microprojection apparatus may support learning for pupils with visual impairment. Extra support may be required by pupils with poor manipulative skills, in preparing materials for microscopic examination, in the effective use of a microscope and when using a computer or other drawing aid to record their observations. This unit is expected to take approximately 8 hours.In this unit pupils: � learn that cells are the basic units of life and are organised into tissues from which organs are made � explore cell structure and differences between plant and animal cells � learn about some functions of cells In scientific enquiry pupils: � learn how observations made with a microscope helped ideas about the structure of living things to develop � learn to use a microscope safely and effectively � make observations using a microscope and record these in drawings � compare and interpret information from microscopic observation � draw conclusions from observations and explain these using scientific knowledge � are introduced to the importance of sampling in biological investigations � carry out an investigation into the growth of pollen tubes, controlling relevant variables and taking account of those which cannot be controlled Much of this work involves the interpretation and analysis of visual information gathered from a variety of sources. The use of enlarged images and microprojection apparatus may support learning for pupils with visual impairment. Extra support may be required by pupils with poor manipulative skills, in preparing materials for microscopic examination, in the effective use of a microscope and when using a computer or other drawing aid to record their observations. This unit is expected to take approximately 8 hours.

2. Information for teachers This PowerPoint has been set up for teaching & learning at West Wight Middle School. It is an ongoing project and will evolve with use. This file is placed on the Internet to allow students to access it themselves in home and school. I have therefore been careful to include any text or graphics from sources we are not licensed to use. Please refer to the PowerPoint Notes (shown in edit view) to give more information. 29 September, 2012 2

3. INDEX 29 September, 2012 3 At the end of this unit in terms of scientific enquiry most pupils will: describe some earlier ideas about the structure of living things and relate these to evidence from microscope observations; make observations using a microscope and record them in simple drawings; suggest a question about pollen tubes that can be investigated and use an appropriate sample; present results in an appropriate graph, explaining what these show some pupils will not have made so much progress and will: relate drawings to observations made using a microscope and describe what they found out from their investigation some pupils will have progressed further and will: explain how evidence from microscope observations changed ideas about the structure of living things; estimate sizes of specimens viewed under the microscope and justify the sample chosen in an investigation of pollen tubes in terms of life processes and living things most pupils will: identify and name features of cells and describe some differences between plant and animal cells; explain that growth occurs when cells divide and increase in size; describe how cells are grouped to form tissues some pupils will not have made so much progress and will: recognise that all organisms are made from cells and name some parts of a cell some pupils will have progressed further and will: recognise that viruses are not cells and describe how some cells in an organism are specialised to carry out particular At the end of this unit in terms of scientific enquiry most pupils will: describe some earlier ideas about the structure of living things and relate these to evidence from microscope observations; make observations using a microscope and record them in simple drawings; suggest a question about pollen tubes that can be investigated and use an appropriate sample; present results in an appropriate graph, explaining what these show some pupils will not have made so much progress and will: relate drawings to observations made using a microscope and describe what they found out from their investigation some pupils will have progressed further and will: explain how evidence from microscope observations changed ideas about the structure of living things; estimate sizes of specimens viewed under the microscope and justify the sample chosen in an investigation of pollen tubes in terms of life processes and living things most pupils will: identify and name features of cells and describe some differences between plant and animal cells; explain that growth occurs when cells divide and increase in size; describe how cells are grouped to form tissues some pupils will not have made so much progress and will: recognise that all organisms are made from cells and name some parts of a cell some pupils will have progressed further and will: recognise that viruses are not cells and describe how some cells in an organism are specialised to carry out particular

4. Homework Your teacher may set this as homework through the whole unit. INSTRUCTIONS Copy & paste the questions onto your own computer or flash drive. Work on the questions, one at a time. Email your work directly to your teacher or print it and pass the print to your teacher. RULES Write from memory. Read, learn and write. Do not work directly from a book or internet text. Never cut and paste from the internet. This is NOT learning! Write answers using full sentences. Most answers will require more than one sentence to explain clearly. If you use tables, diagrams and drawings, write a caption to explain what they are about. What are the main differences between plant and animal cells? What is the function of the following parts in a cell? The nucleus The cell wall The cell membrane The chloroplasts Why do animal cells not have chloroplasts? Why do the cells in plant roots not have chloroplasts? Some cells can live on their own. Give examples of single-celled organisms. Draw two and label the parts. Some cells have special purposes. Describe and explain the appearance and function of: Leaf cells Root cells Lung lining cells Brain cells Red blood cells Muscle cells White blood cells Photosynthesis is a process that happens inside some plant cells. What two chemicals are taken in and what chemicals are produced by photosynthesis? Why are plant leaves thin and flat? What is the cell wall of plants made from? How are new cells made? What is it that�s different about sex cells? Cells have parts inside called mitochondria where respiration takes place. What is respiration? (No, it�s not breathing). Some plant cells contain grains of starch. Explain where this starch has come from. 29 September, 2012 4

5. Lesson 1 Are you made of cells? 29 September, 2012 5

6. Equipment Microscope (one between two) Newspaper Sellotape Onion Prepared slides of cells BBC Science in Action disc 1: DVD - Life processes & living things Key Stage 3 29 September, 2012 6

7. Objectives Learn what cells are. Learn some important scientific words. See some cells using a microscope. 29 September, 2012 7

8. Starter Get a microscope ~ one between two. Set it up. Your teacher will show you how to prepare a sample using sellotape. 29 September, 2012 8

9. What are cells? Cells are packets of living material. Some cells live on their own. Some cells live together and are part of a multicellular organism. Let�s have a look at some plant cells. 29 September, 2012 9

10. Video BBC Science in Action disc 1: DVD - Life processes & living things Key Stage 3 / Building blocks of life 29 September, 2012 10

11. Microscope activity 29 September, 2012 11

12. Video BBC Science in Action disc 1: DVD - Life processes & living things Key Stage 3 / Algae 29 September, 2012 12

13. Recording Write to describe or explain what cells are. Make sure you have included your drawing of onion cells. Complete as homework. 29 September, 2012 13

14. Bloggers page Explain what cells are. Included some examples. If possible, scan your own drawings. 29 September, 2012 14

15. Lesson 2: What do we know about cells? How did we get this knowledge? 29 September, 2012 15

16. Equipment A4 poster paper. Preferably not white. 10 sheets. A4 photocopy paper. 10 sheets. Thick felt pens. DVD: BBC Class clips 1. Coloured diagrams of animal cells (laminated or in study guide) 29 September, 2012 16

17. Objectives What are cells? What do cells look like? 29 September, 2012 17

18. Starter VIDEO DVD: BBC Class Clips 1. Cells. Use clip 2 (death by design). This video shows something of the discovery of cells, what they look like and introduces the difference between plant and animal cells. 29 September, 2012 18

19. Assignment (over two sessions) What are animal cells like? Use felt pens and a sheet of A3 paper. Build up a very large diagram of an animal cell, showing all the bits. Use a computer to print and add labels. 29 September, 2012 19

20. Next bit There are many different types of animal cell. Use books and/or the internet to find different animal cells. [brain cells, white blood cells, red blood cells, skin cells, etc.] Assemble cut-out different animal cells on a A3 sheet. Add notes about the jobs these cells do and how they are adapted to these jobs. These sheets will be used for display and could be done on a computer. Bloggers: You could do this on screen using suitable diagrams from the internet. 29 September, 2012 20

21. Plenary Sharing each group�s product. 29 September, 2012 21

22. Recording Title: What are cells and what do cells look like? Draw a diagram of an animal cell in your book. Label the important parts: Nucleus Cell membrane Cytoplasm Mitochondria 29 September, 2012 22

23. Bloggers Title: What are cells and what do cells look like? Import a clear and simple diagram of an animal cell. Label the important parts: Nucleus Cell membrane Cytoplasm Mitochondria Add text to describe what the slide is about. 29 September, 2012 23

24. Lesson 3 What do the parts of an animal cell do? 29 September, 2012 24

25. Objectives What do the parts of a cell do? Can you describe and explain in detail? 29 September, 2012 25

26. In this lesson... You will discover a lot of detail about what cells do. You will work on how to write clearly to show your knowledge and understanding in detail. You will work on how to write in a scientific style. 29 September, 2012 26

27. Video input BBC Science in Action disc 1: DVD - Life processes & living things Key Stage 3 / Cells / Dividing and multiplying Human cells 29 September, 2012 27

28. Class discussion What do we now understand about cells? What questions do we need to ask? 29 September, 2012 28

29. Written assignment: Part 1 Work in pairs to make a list of the important information about cells. Share your list with the class. 29 September, 2012 29

30. Written assignment: Part 2 Change your list if you need to. Work in pairs to write what you know about each thing on the list. 29 September, 2012 30

31. Written assignment: Part 3 We will now share the work you have done with the rest of the class. You will give marks out of 3 for each of the following: Clear sentences that make sense. Good knowledge of the facts. Clear explanation. 29 September, 2012 31

32. And finally... Improve your writing so that it�s top quality. Produce your report in your book or on your blog. Complete as homework. 29 September, 2012 32

33. Lesson 4 Are plant cells different? 29 September, 2012 33

34. Equipment Whiteboards, pens & erasers Templates for making model plant cells (photocopied on card) Felt pens and colouring pencils. 29 September, 2012 34

35. Starter Work in a team of four. What are the differences between plant and animal cells? Report to the class. Who�s done well? 29 September, 2012 35

36. Differences? 29 September, 2012 36

37. Activity Making a model plant cell from a template. 29 September, 2012 37 There is a photocopy master for this in the HARD RESOURCES file.There is a photocopy master for this in the HARD RESOURCES file.

38. Plenary Write three things you learnt today. Write one thing you would like to know more about. Write one thing you didn�t really understand. 29 September, 2012 38