Duration: 1 Lesson

1.5 All shapes and sizes Duration: 1 lesson Resources needed Lesson objectives  Pupil Book: page 10–11.  Recognise and describe different cell shapes. [Level 5]  Through the door: LiveText CD-  Match cell shapes to their function. [Level 6] ROM 1.  Explain how cells can be modified. [Level 6]  Starter activity: LiveText CD-  Predict functions of cells based on structure. [Level 6/7] ROM 1.  Relate cell shapes to their function. [Level 6/7]  Main activities: 1.5.1 Digital microscope and projector or digital Teaching strategies video clips, living protozoa. 1.5.3 A selection of clear and varied slides Pupils examine a range and variety of different cell types by using microscopes. from different tissues e.g. blood They then relate the different cell types by matching them to a list of different smear; leaf; root hairs; stem; functions. They then pool their results in a class discussion to arrive at the smooth muscle; liver. Cell pictures correct conclusions. (downloaded from internet) and Personalisation microscopes. More able pupils should be able to predict the structure of a cell when given its  Safety: If using pond water rather function. For example, the role of a nerve cell could be explained and then than cultures from biological pupils predict a possible structure e.g. long and thin, for its shape. suppliers be aware of the risks of infection. Less able pupils should only be given simple cells such as red blood cells, cheek cells and palisade cells and have clear, simple, specific descriptions of functions  Skill sheets: 1, 2 and 3 to which they match the cells, as more complex cells and tissues are often Magnification. difficult to identify using a microscope.

How Science Works

 KC1.1a Using ideas and models Pupils observe cell modifications and generate ideas to explain their observations.  KC1.1b Critically analysing and evaluating evidence Pupils should use their observation to relate the structure of the cells to their function.  KP2.1c Plan and carry out practical and investigative activities Most pupils will need to work in groups unless the school has sufficient microscope for each pupil.  KP2.2b Evaluate scientific evidence and working methods Pupils will observe feeding in single celled organisms making use of digital technology to magnify and transmit images and also to capture and record information. The difficulties of working with microscopic living material will be considered.

Curriculum Opportunities

COa, COc, COi, COk

Through the door activity

Card sort: Ask pupil to match pictures of different workers with their jobs, e.g. builder with hard hat, doctor with mask and gown, teacher with stick of chalk, farmer with tractor, etc. (LiveText CD-ROM 1)

Suggested starter activity (5–10 minutes)

Review generalised cell structure both in plant and animal cells. Are all cells like this? Pupils should be encouraged to think of what a cell would need to perform a particular role.

Suggested main activities

1.5.1 All shapes and sizes Teacher demonstration of feeding behaviour of single celled pond animals, using video or living material. Pupils generate ideas to explain their observations. (Pupil and Teacher & technician sheets) (~25 minutes) [V] 1.5.2 Types of cell Pupils sort images of cells into a branching diagram, identifying key features at each step. They then

Go Science! 1 © Pearson Education Limited 2008 1 of 2 This worksheet may have been altered from the original. 1

1.5 All shapes and sizes Duration: 1 lesson justify their decisions to the rest of the class. (Pupil and Teacher and technician sheets) (~25 minutes) [V, K] [AfL] 1.5.3 Pupils use microscope to examine a selection of slides of different cell types and record differences (based on skills already acquired). They can then be provided with a series of ‘stylised’ diagrams of different types of cells. Pupils should relate differences observed to the cells’ given functions. More able pupils should be encouraged to explain the relationships. [V, A, K] 1.5.4 Pupils then relate the different cells to a list of different activities that cells carry out. More able pupils could work without the list and make predictions based on their observations. (~10 minutes) [V, A, T] 1.5.5 Pupils then work as a class group and pool their observations and conclusions. (~10 minutes) [V, A, T] [AfL]

Suggested plenary activity (5–10 minutes)

Picture of an adapted cell that pupils may not have encountered, e.g. sieve tube elements or goblet cell. Brainstorm its characteristics (with some hints) with attempts to identify its function. [AfL]

Interactive activities (LiveText CD-ROM 1)

 Where is the science? Activity on stem cell research.  Self marking worksheet on cells, levels of organisation and microscopy.  Crossword on special cells.

Learning outcomes

Level 3–4 Level 4–5 Level 5–6

 Name an adapted cell.  Describe the adaptation of a  Explain the advantage of cell. adaptation.  Recognise differences between cells.  Relate cell structure to  Explain why adapted cells can function. carry out their function.  Use models of cells already constructed.  Construct models of cells.  Predict how models could be modified for more complex cell structures.

Key skills and cross- Homework Keywords curricular links

Homework sheet: Nanobots. adapted, embryo, organ, stem cell ICT skills: Creating and displaying ‘Adopt a cell’ each pupil should video images from a digital explain why their ‘adopted’ cell is best microscope. suited to do its particular job. Thinking skills: Observe and explain – evaluating alternative explanations. Thinking skills: Matching cell types to a list of possible functions. Cross curriculum subject link: Art for recording information in the form of diagrams.