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Term introduction
Summary: Students study: the cell is the unit of living organisms; there are similarities and differences
between plant cells, animal cells and unicellular organisms; the function of the human skeleton and how
movement is brought about via joints and muscles.
NC 2014 coverage
Cells and organisation: Cells as the fundamental unit of living organisms, including how to observe, interpret and
record cell structure using a light microscope; the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole,
mitochondria and chloroplasts; the similarities and differences between plant and animal cells; the role of diffusion in the
movement of materials in and between cells; the structural adaptations of some unicellular organisms; the hierarchical
organisation of multicellular organisms: from cells to tissues to organs to systems to organisms.
The skeletal and muscular systems: The structure and functions of the human skeleton, to include support,
protection, movement and making blood cells; biomechanics – the interaction between skeleton and muscles, including
the measurement of force exerted by different muscles; the function of muscles and examples of antagonistic muscles.
Contexts and cross-curricular links
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How advancement in microscope technology has advanced understanding in cell biology.
Making models of cells using materials such as paper and food.
Links to chemistry: diffusion.
Links to physics: biomechanics, levers in the human body.
Using ICT to research and create presentations.
Prior knowledge
Students should know that:
 Living organisms carry out the life processes.
 Some animals have an internal skeleton.
Student’s Book coverage
Unit 1 introduces students to cells including animal and plant cells as well as unicellular organisms. Unit 2 focuses on
diffusion as a way of transporting substances in and out of cells and how surface area to volume ratio is important for
efficient diffusion. Unit 9 concentrates on movement and looks at the skeleton, muscles and joints. The essential points
to cover are: the cell as the unit of living organisms; there are similarities and differences between plant cells, animal
cells and unicellular organisms; the function of the human skeleton and how movement is brought about via joints and
muscles.
Learning
Progression through the term
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Label a plant and animal cell.
Remember the functions of the parts of a cell.
State the similarities and differences between plant and animal cells.
Describe the role of diffusion in the movement of substances.
Describe what a unicellular organism is and recall some structural adaptations.
Identify structures as cells, tissues, organs or organ systems.
State the functions of the skeleton.
Recall that muscles contract to bring about movement.
Remember that a joint is where bones meet.
© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only.
SMART SCIENCE
1
Biology Term 1 – Term introduction
Biology Term 1: Living systems
Mastering
Term introduction
Expanding
Biology Term 1 – Term introduction
Biology Term 1: Living systems
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Explain the importance of microscopes to the understanding of cell biology.
Apply knowledge of cell structure to recognise structures in unfamiliar cells.
Describe the link between surface area and rate of diffusion.
Link cell structures to their function in survival.
Order structures to show how living organisms are organised.
Explain the functions of the skeleton and how antagonistic muscles provide movement.
Label a synovial joint and explain the function of each part.
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Analyse how advances in microscopes have allowed scientists to discover more about cells.
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Evaluate models of cells.
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Explain how the structure of specialised cells relates to their function.
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Explain the importance of diffusion in cell processes.
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Synthesise knowledge of diffusion in cells with diffusion and the particle model in physics and chemistry.
Working Scientifically, Maths and Data Handling skills
Opportunities to develop skills:
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Calculating magnification and scale.
Converting units.
Plotting line graphs.
Opportunities to develop skills include:
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Reading to follow instructions and for research and
information.
Writing explanations, conclusions, detailed answers to
questions and research reports.
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Writing risk assessments.
Using microscopes.
Gathering and recording data.
Literacy
Exploration of key science terminology.
Paired and group discussion.
Designing and delivering presentations.
Key terms: antagonistic pair, biceps, bone, bone marrow, cartilage, cell, cell wall, chloroplasts, concentration,
cytoplasm, diffusion, electron microscope, joint, light microscope, magnification, membrane, mitochondria, multicellular
organism, net movement, nucleus, organ, organ system, partially permeable, pathogens, skeleton, specialised cells,
surface area, surface area to volume ratio, synovial fluid, synovial joints, tissues, triceps, unicellular organism, vacuole,
volume
Differentiation: Support
To support struggling students you could:
 Provide unlabelled diagrams to label, rather than ask them to copy the diagrams from the Student’s Book.
 Model the practical investigations before students carry them out.
 Provide writing frames for the written explanations and pre-drawn axes for graphs.
Differentiation: Extend
To stretch your more able students you could:
 Ask students to build their own model cells using materials of their choosing.
 Ask them to do extra research, for example, into joint injuries and their treatment or how some unicellular organisms
can live in extreme conditions.
Quick checks to test preparedness for GCSE
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2
Look at further examples of animal and plant cells to include specialised cells such as root hair cells.
Look at why electron microscopes are used and introduce the term resolution.
Discuss plant organs and organ systems.
Encourage students to convert units (mm to µm).
TEACHER’S HANDBOOK 1
© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only.