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Cells Lesson Plan (1) 1 double period
Learning Objectives…
What are the key topics to be taught…….
The parts of a microscope and their functions.
Understand the difference between the terms magnification & resolution
Content Outcomes
Skills Outcomes
Students Should be able to…
Students Should be able to….



Label a diagram of the parts of a
microscope to include; eye piece,
barrel, objective lenses, stage,
stage clips, focus, base.
Give the function of each part
above.
Understand what is meant by the
terms magnification & resolution.
Calculate the magnification of an
image (from the eye piece and
objective lens magnification).



Prepare a microscope for use.
Focus a microscope at different
levels of magnification to view an
image clearly.
Draw a diagram of a microscopic
image appropriately.
Common misconceptions with these objectives to watch out for
when teaching
That microscopes make objects look bigger (magnifies them) but in reality their size does not
change.
Maginification means increasing the size of an object image, but with this usually comes a
loss of resolution (clarity/sharpness).
Cross-Curricular Links
ICT Opportunities
Physics - astronomy
Chemistry – examining materials for fatigue
e.g. aeroplane wing/engine joints
Viewing many microscopic images from
google images.
Key Vocabulary
Use a camera connected to a microscope to
project images of everyday objects from
students on to white board
French
microscope
Objectif Objectif
étape
clips scène
Glissez
lamelle
baril
se concentrer
base
grossissement
résolution
English
Microscope
Objective Lens
Stage
Stage clips
Slide
Cover slip
Barrel
Focus
Base
Magnification
Resolution
Activity
Possible teaching
strategies
1a) Brainstorm (spider
diagram) equipment we use
to make things look bigger.
Resources/Number of
Practical
Whiteboard and maybe ppt if
necessary to help students
visualize.
1b) Brainstorm why we make
objects look bigger.
1c) How do microscopes
make objects look bigger
2. Look at a microscope and
help students to recognize
and label microscope parts.
3. Show students how to set
up microscopes and focus on
objects starting with low
power. Get all students to
focus on a piece of
newspaper writing.
ppt slide & worksheets
7A1(Parts of a Microscope,
Using the Microscope, Who
invented the Microscope?)
12 microscopes
Newspaper pieces
4. Explain to students how to
calculate magnifications of
objects (lens mag x eye
piece mag = x …..) and the
difference between
magnification and resolution.
5. Students examine a
variety of either personal or
classroom objects, sketch
them and calculate a
magnification for each one.
Plenary
Homework
Look at examples of each
others drawings – what
would make them better?
Spotlight 7A1 who invented
the first microscope?
Or Research a commercial
use of microscopes
Personal objects; e.g. pencil
tips, hair, nails, glass pipette
ends etc.
Safety (including any relevant CLEAPSS card reference for the use of
chemicals)
Demonstrate clearly to students how to carry microscopes (hands on base and around barrel) and
use them to focus correctly without scratching lenses (always look at stage and lenses when moving
stage towards lenses- look down eye piece to focus only when moving stage away from lenses).
Ensure students do not look directly at the sun or other lights with microscopes.
When examining general objects ensure students do not put fluids (especially body ones!!!) on the
stage directly to examine.
Cells Lesson Plan (2) 1 double period
Learning Objectives…
What are the key topics to be taught…….
1. Parts of a cell and their function(s).
Content Outcomes
Skills Outcomes
Students Should be able to…
Students Should be able to….




Label a diagram showing the parts of *Use an interactive white board to drag
a plant cell including, nucleus,
labels to the correct part of a diagram.
membrane, cytoplasm, chloroplast,
cellulose cell wall, vacuole, starch
 Prepare a slide of plant and animal
granule.
tissue.
Give one function for each of the
 Focus and view images of slides.
above cell parts.
 Produce biological diagrams of
Realise that the cell is the smallest
prepared slides.
viable form of life.
State that cells are the building
blocks of living things.
Common misconceptions with these objectives to watch out for
when teaching
Students are generally good at preparing the slides but find it difficult to identify cells and
their parts under microscopes. They often see pieces of dirt or air bubbles and mistake them.
Use of google images or a microscope on a camera connected to the whiteboard can
reduce this problem them.
Animal cells (cheek cells) are far smaller than plant ones.
Cross-Curricular Links
-----
ICT Opportunities
Some very good websites for studying cell
parts e.g. cellsalive.
Viewing many microscopic images from
google images.
Use a camera connected to a microscope to
project images of prepared slides from
students on to white board to help distinguish
between air bubbles and cells etc.
Key Vocabulary
French
noyau,
la membrane,
cytoplasme,
chloroplaste,
la paroi cellulaire de
cellulose,
vacuole,
granules d'amidon.
structure
fonction
photosynthèse
réactions
organisme
English
nucleus,
membrane,
cytoplasm,
chloroplast,
cellulose cell wall,
vacuole,
starch granule.
Structure
Function
Photosynthesis
Reactions
Organism
Activity
Possible teaching
strategies
Show students images of
other building blocks. Get
students to predict what
living things (organisms) are
made from.
Ppt of house and bricks, train
and coaches, trees & a forest
Europe with its countries etc.
Show a picture of a plant cell
with the parts described
above in the learning
objectives. Students identify
parts and label/draw +label
their own diagram of a plant
cell.
Diagrams of cells to label and
a powerpoint image to support
Students then match
structures to function in a
prepared table or produce
their own table.
Table of cell parts and
functions to mix and match
and a powerpoint image to
support.
Prepare onion and examine
under low power on
microscopes to identify the
structures in their diagrams.
Students identify structures
and draw. Have some other
plant prepared cell slides to
draw if time
Onion, chopping boards,
tweezers, forceps, knife,
iodine solution, methylene blue
solution, fresh cotton buds,
glass slides, coverslips,
microscopes. Plant prepared
cell slides to draw if time.
Plenary use ppt to test
understanding of cell
structure & function.
Homework
Resources/Number of
Practical
Make a model of a cell out of
anything you like.
Worksheet on how to draw a
biological diagram. 7A2 (Life’s
Building Blocks & Looking at
Plant Cells, Learning list)
Boardworks ppt and
interactive smartboard.
Assessment form and what
Prac Skills Manipulation and Safety– produce a prepared onion cell slide in a
safe manner using the correct equipment, which can be viewed clearly by the
teacher.
Safety (including any relevant CLEAPSS card reference for the use of
chemicals)
Demonstrate clearly to students how to carry microscopes (hands on base and around barrel) and
use them to focus correctly without scratching lenses (always look at stage and lenses when moving
stage towards lenses- look down eye piece to focus only when moving stage away from lenses).
Ensure students do not look directly at the sun or other lights with microscopes.
Safety with scalpels and forceps when cutting onion tissue and preparing slides
Ensure that students use their own cotton buds and dispose of them appropriately if doing cheek
cells.
Methylene blue or iodine solution stains are toxic if swallowed – see hazcard.
Cells Lesson Plan(3) 1 double period
Learning Objectives…
What are the key topics to be taught…….
The differences between plant & animal cells
Content Outcomes
Skills Outcomes
Students Should be able to…
Students Should be able to….


Distinguish between diagrams of a
plant & animal cells.
Draw a table to compare plant &
animal cells to include; 3 similarities
& 3 differences


Turn a 2D image/diagram into a 3D
model using ‘scrap’ materials to
high-light features.
Work in a group to input, discuss,
agree and produce a poster showing
key features of each cell type.
Present work orally to the rest of
the group.
Common misconceptions with these objectives to watch out for
when teaching
Students are generally good at preparing the slides but find it difficult to identify cells and
their parts under microscopes. They often see pieces of dirt or air bubbles and mistake them.
Use of google images or a microscope on a camera connected to the whiteboard can
reduce this problem them.
Animal cells (cheek cells) are far smaller than plant ones. So it will be much harder for
students to spot structures when looking at them – even on the highest level of magnification
Cross-Curricular Links
-------
ICT Opportunities
Some very good websites for studying cell
parts e.g. cellsalive.
Viewing many microscopic images from
google images.
Use a camera connected to a microscope to
project images of prepared slides from
students on to white board to help distinguish
between air bubbles and cells etc.
Key Vocabulary
French
noyau,
la membrane,
cytoplasme,
chloroplaste,
la paroi cellulaire de cellulose,
vacuole,
granules d'amidon
English
nucleus,
membrane,
cytoplasm,
chloroplast,
cellulose cell wall,
vacuole,
starch granule.
Activity
Possible teaching
strategies
Resources/Number of
Practical
Worksheet on how to draw a
biological diagram. 7A2 (Life’s
Building Blocks & Looking at
Plant Cells, Learning list)
Show a picture of a plant cell
with the parts described
above in the learning
objectives. Students identify
parts and state functions can
be done using miniwhiteboards
Powerpoint image of a basic
plant cell
Show a picture of a animal cell
with the parts described
above in the vocabulary
(where appropriate)
unlabelled. Students identify
parts and label diagrams
Powerpoint image of an animal
cell and draw on diagrams.
Students with partners play
spot the similarity and
difference with the diagrams
and use it to complete the
table. Identify 3 similarities &
3 differences between the 2
cell types.
Image of plant and animal
cells next to each other.
Table of cell parts with an
animal and plant cells column.
Prepare cheek cell slide and
examine under low then high
power on microscopes to
identify the structures in
their diagrams. Students
identify structures and draw.
If time can also examine
other prepared animal cell
slides, or prepare a geranium
leaf slide.
Methylene blue solution, fresh
cotton buds, glass slides,
coverslips, microscopes.
Geranium leaves, Pre-prepared
liver and skin cell slides.
Plenary am I a plant or animal
cell?, yes/no game
HOMEWORK
Make a model of a animal or
cell out of anything you plant
like.
Pictures of different types of
animal or plant cell, sellotape
Safety (including any relevant CLEAPSS card reference for the use of
chemicals)
Demonstrate clearly to students how to carry microscopes (hands on base and around barrel) and
use them to focus correctly without scratching lenses (always look at stage and lenses when moving
stage towards lenses- look down eye piece to focus only when moving stage away from lenses).
Ensure students do not look directly at the sun or other lights with microscopes.
Safety with scalpels and forceps when cutting geranium tissue and preparing slides
Ensure that students use their own cotton buds and dispose of them appropriately when doing cheek
cells.
Methylene blue solution stain are toxic if swallowed – see hazcard.
Assessment form and what
Prac Skills Assessment and Interpretation – produce a labeled diagram of
prepared cheek cells or geranium cells.
Cells Lesson Plan (4) 1 double period
Learning Objectives…
What are the key topics to be taught…….
The differences between prokaryotic and eukaryotic cells
Content Outcomes
Possible Skills Outcomes
Students Should be able to…
Students Should be able to….


Identify cell pictures as either
prokaryotic or eukaryotic with
reasons.
Draw a table to compare prokaryotic
& eukaryotic cells to include; 3
similarities & 3 differences



Turn a 2D image/diagram into a 3D
model using ‘scrap’ materials to
high-light features.
Work in a group to input, discuss,
agree and produce a poster showing
key features of each cell type.
Present work orally to the rest of
the group.
Common misconceptions with these objectives to watch out for
when teaching
Cross-Curricular Links
ICT Opportunities
-------------------
Some very good websites for studying cell
parts e.g. cellsalive.
Viewing many microscopic images from
google images.
Microscope attached to camera to observe
yeast cells on a whiteboard
Key Vocabulary
French
procaryote
Les bactéries
eucaryote
usine
animal
champignon
noyau,
la membrane,
cytoplasme,
chloroplaste,
la paroi cellulaire de
cellulose,
vacuole,
granules d'amidon
English
Prokaryotic
Bacteria
Eukaryotic
Plant
Animal
Fungus
nucleus,
membrane,
cytoplasm,
chloroplast,
cellulose cell wall,
vacuole,
starch granule.
Activity
Possible teaching
strategies
Resources/Number of
Practical
Students given task of finding Computers with access to a
images of cells from each of
colour printer.
the 5 kingdoms (monera,
plantae, animalea, fungi &
prototista).
Students group kingdom cells Table of cell parts with an
(with help) into groups
prokaryotic & eukaryotic cells
containing to whether they
column.
have a nucleus or not.
Students use diagrams to
help complete the
comparison table and stick
pictures in too.
Prepare yeast (fungal) cell
slides and examine under low
then high power on
microscopes to identify the
structures in their diagrams.
Students identify structures
and draw, as an example
Methylene blue solution, preprepared yeast solution at
30oC. Microscopes, pitted
slides, cover slips, pipettes
Student work in groups of 2-3
to use bag contents to make
models of a prokaryotic cell
or a eukaryotic one.
Whats in the bag bags,
containing things to allow
students to make a model of
a eukaryotic or a prokaryotic
cells.
Safety (including any relevant CLEAPSS card reference for the use of
chemicals)
Demonstrate clearly to students how to carry microscopes (hands on base and around barrel) and
use them to focus correctly without scratching lenses (always look at stage and lenses when moving
stage towards lenses- look down eye piece to focus only when moving stage away from lenses).
Ensure students do not look directly at the sun or other lights with microscopes.
Methylene blue stain is toxic if swallowed – see hazcard.
Assessment form and what
Communication – assess models produced from the ‘whats in the bag activity?’. For the
ability of students to make representative models of eukaryotic & prokaryotic cells.
Cells Lesson Plan (5) 1 double period
Learning Objectives…
What are the key topics to be taught…….
That all animal & plant cells are differentiated to their function.
Content Outcomes
Skills Outcomes
Students Should be able to…
Students Should be able to….



Give examples of differentiated
cells to include some of; muscle,
neurons, gametes (sperm & ovule),
pollen, root hair cell.
Give 1 adaptation & function for
each cell type.
Recognise diagrams of each cell
type.


Calculate the magnification of an
image from a diagram
(Image size/Original size)= mag.
Draw a biological diagram of a
microscopic image appropriately.
Common misconceptions with these objectives to watch out for
when teaching
Students find it difficult to make the link between the generalized animal & plant cell
structures they have learned about and the specialized cells they are coming across today.
Cross-Curricular Links
ICT Opportunities
-----------------
----------------
Key Vocabulary
French
Muscle,
Les neurones,
Gamètes (spermatozoïdes et
ovules),
Pollen,
Cellules des poils
absorbants.
différenciée,
adaptation,
Grossissement,
image,
original
English
Muscle,
Neurons,
Gametes (sperm & ovule),
Pollen,
Root hair cell.
Differentiated,
Adaptation,
Magnification,
Image,
Original
Activity
Possible teaching
strategies
Resources/Number of
Practical
Starter
Students shown a set of
photos of specialized cells on
projector, they use the small
whiteboards to say whether
they are animal or plant cells
and then orally give a reason
why.
Set of diagrams of different
specialized cells on a ppt.
Little whiteboards, pens and
wipers.
Main activity
In groups of 3 students look
at each picture & any models
available of a specialized cell
discuss cell name, its
function and one clue about
how it is designed/adapted to
do what it does. Groups then
move round in a circus to the
next one.
Models and pictures of
sperm, leaf, red blood, root
hair, muscle and neuron
cells. A recording sheet.
Cut and paste matching
activity diagrams, name,
function & adaptation.
Cut & paste sheet, Glue &
Scissors.
Extension
Extra help & Literacy sheet
7A2 ‘specialised cells’
Plenary
Pass the parcel specialized
cells structure & function activity
2 series of questions in a hat
to pass around the group
Homework
Revision for test
Safety (including any relevant CLEAPSS card reference for the use of
chemicals)
General lab safety
Assessment form and what
---------------
Cells Lesson Plan (6) 1 single period
Learning Objectives…
What are the key topics to be taught…….
To assess the understanding of the content of the cells unit summatively
Content Outcomes
Skills Outcomes
Students should be able to…
Students Should be able to….


Understand recall all the learning outcomes
from the previous 5 double lessons
answer SATs style questions.
Common misconceptions with these objectives to watch out for
when teaching
--------------Cross-Curricular Links
ICT Opportunities
---------------
--------------
Key Vocabulary
French
révision
Tout le vocabulaire
précédente
English
Revision
All previous vocabulary
Activity
Possible teaching
strategies
Max 40 minute test
Resources/Number of
Practical
Test papers
Safety (including any relevant CLEAPSS card reference for the use of
chemicals)
N/A