Download Year 7: Living World-‐ Cells

Year 7: Living World-­‐ Cells Check Date Revise assumed knowledge: ST3-­‐10LW describes how structural features and other adaptations of living things help them to survive in their environment □ ST3-­‐11LW describes some physical conditions of the environment and how these affect the growth and survival of living things LW2 Cells are the basic units of living things and have specialised structures and functions. (ACSSU149) LOOKING AT CELLS 4LW2a. identify that living things are made of cells Literacy activity (ESL focus): Define and describe. □ Cell, magnification, resolution Outline the contribution of the following scientists to our understanding of cells: • Robert Hooke • Robert Brown □ • Leeuwenhoek • Schwann and Schleiden • Virchow Draw a scaled timeline that includes the above names, dates and key findings Describe the cell theory Label they key components of a light microscope and outline their function Tips for working with microscopes (Oxford pg105) Numeracy activity: Calculate a range of total magnifications using different eyepiece and objective lens' Research task or homework activity: Construct a table comparing light and electron microscopes. Include: • Maximum magnification • Resolution quality • Nature of slide preparation (living, dead) • Include advantages and disadvantages of each First-­‐hand investigation(s): Using a microscope Prepare a wet mount slide to examine letters of a newspaper First-­‐hand investigation(s): Observing and drawing cells • Use microscopes to observe and draw a range of cells • Extension: Work out the size of a selected cell (numeracy) Literacy activity (ESL focus): COSMOS. Research a related article. Students then write a series of questions that MUST include 5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate. □ □ □ □ □ □ □ □ □ Assessment: Oxford online test-­‐ Looking at Cells □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend CELL STRUCTURE AND FUNCTION 4LW2b. identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions 4LW2c. outline the role of respiration in providing energy for the activities of cells 4LW2d. identify that new cells are produced by cell division Literacy activity (ESL focus): Define and describe. Nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, mitochondria □ Recall the cell theory Research task or teacher delivered: Construct a table to • Identify the key structures of animal and plant cells □ • Identify the role of these structures • Distinguish between animal and plant cells first-­‐hand investigation(s): Using a microscope to observe, compare and draw animal and plant cells. Compare: • onion cells unstained □ • onion cells stained • Spirogyra (filamentous algae) • prepared animal slides Literacy activity (ESL focus): Define and describe. □ Respiration, photosynthesis identify the materials required by multicellular organisms for the processes of □ respiration outline the uses of the products of respiration (MRS GREN) □ □ Literacy activity (ESL focus): Define and describe. mitosis and binary fission □ Outline key features of mitosis and binary fission □ □ write word and symbol (extension) equations for respiration Extension: Relate cell division to cancer Research the time taken for a bacteria cell to duplicate. Work out the number cells produced after an extended period of time (eg. 12 or 24 hr). Graph the results □ (numeracy) Assessment: Oxford online test-­‐ Cell structure and function □ Students to achieve 100% in Support and Consolidate OR Consolidate and Extend DIFFERENT TYPES OF CELLS 4LW2e. distinguish between unicellular and multicellular organisms 4LW2f. identify that different types of cells make up the tissues, organs and organ systems of multicellular organisms Literacy activity (ESL focus): Define and describe. Unicellular, multicellular organisms □ Identify a range of unicellular and multicellular organisms □ Extension: define and distinguish between procaryotes and eucaryotes. Classify bacteria, protists, fungi, plants, animals First-­‐hand investigation(s): Hay infusion Prepare a hay infusion, leave for a week and observe protists under a microscope. Literacy activity (ESL focus): Define and describe. Cells > Tissue > Organ > Organ System > Multicellular organism □ □ □ Identify a range of cell types and relate their structure to their function □ Construct a table identifying the major organ systems of the human body, the organs contained within them and a brief description of the roll of the organ system. Extension: Explain why unicellular organisms are limited in size and why multicellular organisms require organ system to function (diffusion, MRS GREN, SA:Volume ratio) Focus area: Function and anatomy of the skin. • epidermis • dermis • subcutaneous fat layer • glands □ □ □ Literacy activity (ESL focus): A tan to die for (Oxford pg126). □ □ □ □ Literacy activity (ESL focus): COSMOS. The Ant Hunter by Richard Conniff: Issue 26 pg65. Read, review article and answer questions provided OR students research for another related article. Students then write a series of questions that MUST include 5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate. Assessment: Oxford online test-­‐ Different types of cells Students to achieve 100% in Support and Consolidate OR Consolidate and Extend 4LWadd2 debate why society should support biological research Class discussion: debate why society should support biological research. • impact of humans on food webs • aesthetic value of plants and animals • possible future medicinal value