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© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only. Lesson 2: Looking at animal cells Summary: Students learn to label each part of an animal cell and describe the functions of each part. Coverage: NC 2014 KS3: Structure and function of living organisms: Cells and organisation: the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts. Lesson objective: Lesson outcomes: To identify the parts of an animal cell and describe their functions Students correctly label an animal cell; they can describe the functions of the main parts and recognise unfamiliar cells as animal cells. Working Scientifically outcomes: Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility; Interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions. Progress criteria Learning Mastering Expanding Students can: label an animal cell describe the functions of the cell membrane, cytoplasm, nucleus and mitochondria. Students can: apply their understanding of the functions of the parts of a cell to create a model apply their knowledge of cell structure to recognise the structures in unfamiliar cells. Students can: evaluate models of cells create more complex cell models. Literacy Maths and data handling STEM Spoken language: (Main) Students discuss cells in groups and work together to create their own cell models. Students calculate the diameter of a cell and convert units (mm to µm). Students make their own 3D models of cells using materials of their choice. Skills opportunities Introduce a model of an animal cell. Tell the class that an animal cell is a bit like a chocolate factory: the nucleus is the office where the recipe is kept and where the factory is controlled from; the factory floor is like the cytoplasm as this is where the chocolate is made and packaged and the doors through which ingredients enter the factory and chocolate leaves are like the cell membrane. Ask students to discuss this in small groups and come up with their own model. They should explain what each part of their model represents in a real cell and why their idea is a good model. Suitable examples from the real world are a large building containing machinery and people to perform different functions, or a school. Plenary (5 mins) Show the class some images of other animal cells. Some suitable examples can be found here: http://www.smart-learning.co.uk/ss/th1/biol/t1/L2. Ask them to point out any structures they can see and any differences from the cheek cells they have studied. Tackling common misconceptions Many students imagine from seeing diagrams and thin microscope slides that cells are twodimensional; it is important for students to understand that cells are three-dimensional structures. You may wish to make a simple model of a cell to show the class by placing a marble inside a clear plastic bag and filling it with wallpaper paste. You could ask the more able students to evaluate this model and develop it further; for instance, how could they model substances moving into and out of the cell? Students sometimes think that all animal cells look the same. The plenary activity should show them that they come in all shapes and sizes depending on their function. Differentiation Support Extend Rather than ask students to draw the more detailed animal cell in the Student’s Book, supply them with an unlabelled diagram for them to label. Students only need to label and add functions of the cell membrane, cytoplasm, nucleus and mitochondria. In the starter, ask students to calculate the size of their cells in µm. Ask students to evaluate each group's model to reflect how well they model a cell. Homework or Extension activities Resources Learning Mastering Expanding Student’s Book: Answers to Student’s Book questions: Ask students to make their own model cells. This can be done using paper or modelling clay. Students choose one example of a specialised animal cell and describe how its structural adaptations relate to its function. Students can expand the factory model or their own cell model to see how many of the other parts of the cell they can incorporate into it. Unit 1, page 14 (What are cells like?) Unit 1: B1.7 Preparation for lesson SMART SCIENCE You may wish to prepare a model cell for which you will need a marble, a clear plastic bag and wallpaper paste (see Tackling common misconceptions). You may also need a simple unlabelled diagram to support some students. Starter (5 mins) Remind students that they are made up of billions of units called cells. Tell them 30 of their skin cells side by side would only take up 1 mm. Ask them to calculate the diameter of one skin cell. Ensure that an appropriate risk assessment has been carried out for any activities. Main (45–50 mins) 1 Inform the students that, as they are animals, their cheek cells are a type of animal cell. Ask them to refer back to the drawing of their cheek cells that they made last lesson. They work in pairs and use page 14 of the Student’s Book to discuss what parts of the cell they can see on their drawings. Gather ideas from the class. They should understand that the only parts they could see clearly were the cell membrane, nucleus and cytoplasm as the other structures are too small to be seen using a light microscope. The students should then draw another more detailed diagram of an animal cell using the diagram on page 14 of the Student’s Book, adding the functions of each part. How to move your students on… Learning Mastering Expanding Students describe how cells divide in order to replicate. They explain why this is important for growth and repair. They use the word 'organelle' for the parts of the cell. Students discuss why the invention of electron microscopes helped scientists to discover much more about the parts of a cell. Students explain the functions of the animal cells shown in the plenary activity. They discuss how structure is related to function.