Download Lesson 3: Looking at plant cells

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Lesson 3: Looking at plant cells
Main
Summary:
Students learn to label a plant cell, describe the functions of each part and
state the similarities and differences between animal and plant cells.
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; the similarities and
differences between plant and animal cells.
Lesson objective:
To understand the similarities and differences between plant and animal
cells
Lesson outcomes:
Students label a plant cell, can describe the functions of each part and
state the similarities and differences between plant and animal cells.
Working Scientifically
outcomes:
Use appropriate techniques, apparatus, and materials during fieldwork
and laboratory work, paying attention to health and safety.
Set up a circus of activities in the classroom. Students should work in groups of 2–4 and spend
approximately 10 minutes at each station. A maximum of two groups should be working at each
station at the same time. At one station, place three or four light microscopes with prepared slides
containing onion cells. This is done by taking the thin epidermal layer from a section of onion and
using iodine as a stain. Students should use the microscopes to view the slides and draw what they
see, adding the size of the cells using the skills they learnt in Lesson 1. On another station, ask
students to copy the diagram of the plant cell from page 14 of the Student’s Book and label the parts.
They should also describe the function of the cell wall, chloroplasts and vacuole. One station should
be set up to allow students access to an online interactive cell (see http://www.smartlearning.co.uk/ss/th1/biol/t1/L3). They should see if they can identify each part of the cell before
revealing the answers. At the final station should be three or four model plant cells. Ask students to
state what each part of the model represents in a plant cell. They can use the information on page 14
of the Student’s Book to help them.
Plenary
Progress criteria
Learning
Mastering
Expanding
Students can:
 label a plant cell
 state the similarities and
differences between plant
and animal cells.
Students can:
 explain the functions of
each part of a plant cell.
Students can:
 explain how the structure of
specialised plant cells
relates to their function.
Skills opportunities
Maths and data handling
STEM
Spoken language: (Main)
Students work in groups
during the circus of activities,
using discussion to agree
answers.
Students calculate
magnification and scale.
Students use light
microscopes to study cells.
Resources
Unit 1, page 14 (What are cells like?)
Unit 1: B1.7
Tackling common misconceptions
Some students may need clarification on what a living organism is. Page 8 in the Student’s Book
recaps the living processes. Animals, plants, fungi and unicellular organisms, for example, bacteria,
are all living and so are all comprised of at least one cell.
Support
Extend
Rather than ask students to draw the more
detailed plant cell in the Student’s Book,
supply them with an unlabelled diagram for
them to label.
They only need to label and add functions of
the cell wall, chloroplasts and vacuole.
Add another station that contains images of
different plant cells with labels describing what
type of plant and which part of that plant they
come from. Students should compare and contrast
these cells, discuss what parts they can see and
how their structure relates to their function.
Homework or Extension activities
Cells, question 1
SMART SCIENCE
Preparation for lesson
You can make model plant cells by placing a small water-filled bag, a large marble and small green
sweets into a larger clear plastic bag along with some wallpaper paste. This is then placed inside a
rigid cardboard box. You may need to prepare up to four different models for the final part of the main
lesson section. Onion cell slides will also need to be prepared. Ensure that an appropriate risk
assessment has been carried out for any suggested activities.
Starter
(10 mins)
As a class, discuss the similarities and differences the students have discovered between plant and
animal cells and how these link to what you discussed in the starter activity. For example, plant cells
contain chloroplasts because, unlike animals, plants can make their own food via photosynthesis. Ask
students to summarise this by completing the Structured Questions ‘Cells’, questions 1a and 1b.
Differentiation
Literacy
Student’s Book:
Answers to Student’s
Book questions:
Structured
Questions:
(40–45 mins)
(5 mins)
1
Show the class a potted plant or an image of a plant. Ask them to work alone to write down as many
differences as they can think of between themselves and a plant. Go through some
of the ideas and discuss some of the ways that plants and animals are also similar (for example,
they both carry out the life processes). Draw out the concept that plants and animals are all living
organisms so they are made up of cells but the differences between plants and animals suggest that
these cells are not identical.
Learning
Mastering
Expanding
Draw a table on the board that
contains three columns: part;
animal cell; plant cell. Add the
parts of the cell to the first
column and ask students to
place a tick to show where
each is found.
Students complete the
Structured Questions ‘Cells’,
questions 1c and 1d.
Students carry out research
into specialised plant cells.
They should draw a root hair
cell, label its parts and explain
how its structure is related to
its function.
How to move your students on…
Learning
Mastering
Expanding
Students contrast the
functions of an animal
skeleton and bone with the cell
wall of a plant.
Students explain why root
cells don't contain chloroplasts
and why the leaf cells in the
upper layers contain more
than those on the lower layers.
Students describe the
structure and function of
specialised plant cells,
e.g. root hair cell, palisade
cell, guard cells. They discuss
the role of the vacuole in
maintaining cell shape.