Download Key Stage 3 biology lesson plan - plant and animal cells

 Key Words
Cell, Tissue, Organ, System, Organism, Organelle, Cell membrane, Cell wall, Nucleus,
Cytoplasm, Chloroplast, Chlorophyll, Mitochondria/Mitochondrion, Specialised
Activities
1. Get students to name different systems within the human body (e.g.,
digestive system, reproductive system, etc.).
Get students to name particular organs within a certain system (for example,
the small intestine).
Explain how an organ is made up of different types of tissues, which are
made up of different types of cells (see the image below).
2. Show
students unlabelled diagrams of a plant and animal cells (shown
below).
© Education Umbrella, 2014 1 Provide students with labels and a brief description of the functions for each
organelle. Students should use these descriptions as 'clues' to help them
match the label to the correct organelle on each diagram. Descriptions are as
follows:
Cell Membrane- thin layer around cells that act as a 'barrier' - controls what
substances go into and out of cells
Mitochondria- the 'powerhouses' of cells - energy is generated here
Nucleus- control centre for cells - where genetic information is stored
Cytoplasm- a jelly-like substance within the cell where chemical reactions
occur
Cell Wall- provides support for cells and helps them maintain their rigid
structure
Chloroplast- small green structures where photosynthesis occurs
Chlorophyll- contained within the chloroplast
Vacuole- contains cell sap and keeps the cell firm
3. Get students to look at onion cells and cheek cells under a light
microscope and try to identify the cell membrane, nucleus, vacuole and cell
wall.
Working Scientifically
•
Show students the process of carefully removing the thin layer of
cells from the onion.
© Education Umbrella, 2014 2 •
Explain the importance of safety when taking cheek cell samples.
(For example, cotton buds used to obtain cheek cells should not be
reused.)
•
Show students how to adjust the magnification of a light microscope
and how to get an image into focus.
4. Show students images of specialised cells and discuss adaptations that
make them suited to their function (examples below).
Questions
a) What is the purpose of flagellum (tail) of a sperm cell?
b) The shape of the root hair cell means it has a larger surface area
compared to a rectangular cell of the same shape - why is a larger surface
area advantageous for this type of cell?
c) The nucleus of a white blood cell is 'multi-lobed,' allowing the cell to
change shape more easily. Why this is important for a white blood cell?
© Education Umbrella, 2014 3