Cells , Organs & tissues Lessons 2-6

What do these things have in common?

Organs and systems Learning Objective:- To understand how organs and systems work Success Criteria:- Level 6 -I can explain how different organ systems work together Level 5- I can explain how different organs work Level 4 -I can describe what different organs can do in the body Level 3 - I can give examples of organs and systems MyBody http://lgfl.skoool.co.uk/keystage3.aspx?id=63

Organs Can you name some organs found in our body? You have 2 minutes in your groups to write the names on your whiteboards. Starter – for LA write different words on boards and those students are to ring the organ names. 4

What is an Organ? An organ is something which does a particular job in the body. An organ is made up from different types of tissues.

How is the body organised? Groups of organs form organ systems. For example, the human digestive system is made up of several organs including the mouth, gullet, stomach and small intestine. The different organs in a system are linked together by tubes or vessels. What other human body systems can you think of? 6

Do plants have organs too?

Do plants have organs too? YES!! You’re right!!!

Organs Get yourselves into pairs and organise yourselves so one person is the body the other the artist decide now 1 min If you’re the body you must wear the bin bag if you’re the artist get your whiteboard pen ready You will be given different organs to draw on your body decide the position and write the name and draw what you think it looks like!! Get ready!!!

Organs Heart Intestines Stomach Skin Lungs Brain Kidneys Liver

Where should they have been drawn? Play song 11

Remember a system is two or more organs working together! Organ Systems What organ systems do you know?? Remember a system is two or more organs working together!

Building a body Using your body parts can you construct a full working body Hint; look at the numbers on the tabs Start at the back with the spine and work your way forwards Cut organs out for students. Provide LA students with model to copy. Extension; write the function on each organ 13

Match up Can you match the name of the organ to its picture and function in the body? Look carefully at the pictures…they may not look as you expect! Plenary 14

Spelling test

Microscopes Learning Objective:-To be able to use a microscope safely Success Criteria:- Level 6 –I can explain how to use the microscope effectively Level 5- I can prepare a microscope slide Level 4 –I can describe how a microscope works Level 3 – I can recall names of parts of the microscope

What am I?? Owl feather, human hair, flea

What is a microscope and why do we use it??

The Microscope focusing wheel slide mirror eyepiece lens objective lens stage

How to make a slide Teacher to demo

I can carefully draw objects viewed under a microscope Looking at cells I can describe the functions of the parts of animal and plant cells. I can describe the structure of animal and plant cells. I can list the differences between plant and animal cells. I can carefully draw objects viewed under a microscope

The Microscope focusing wheel slide mirror eyepiece lens objective lens stage

Looking at cells - Animals

Statement list rub a cotton bud around your mouth and collect cheek cells Put cells on a clean microscope slide with a drop of water. Place a coverslip over the top and add a blue dye Put the slide onto the stage of the microscope. Switch on the light to illuminate the cells Look down the eyepiece lens. Turn the knob upwards to bring the cells into focus using the objective lens Turn the knob so the second lens almost touches the slide

Bell work Unscramble the parts of the microscope oirmrr ighlt epiecyee lsen octibjeve lnes fnoicusg weehl sgeta smepcine elisd

Looking at cells - Plants

Peel a thin layer of cells from the inner part of an onion Statement list Peel a thin layer of cells from the inner part of an onion Put them on a clean microscope slide with a drop of water. Put the slide onto the stage of the microscope. Switch on the light to illuminate the onion cells Look down the eyepiece lens. Turn the knob so the second lens almost touches the slide Turn the knob upwards to bring the onion cells into focus.

Crack today's learning objective F G H I J K L M N O P Q R S T U V W X Y Z 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Learning objective 20,15, 3,15,13,16,1,18,5, 16,12,1,14,20, 1,14,4, 1,14,9,13,1,12, 3,5,12,12,19 Bell work

Comparing Plants and animal cells Learning Objective:- To be able to compare similarities and differences between plant and animal cells Success Criteria I can evaluate the differences between plant and animal cells. I can explain the functions of the parts of animal and plant cells. I can describe the structure of animal and plant cells. Recall the parts of a cell

Collective Memory

Collective Memory Chloroplast Cell Membrane Vacuole Nucleus Cell Wall Cytoplasm Chloroplast Cell Wall Vacuole Cell Membrane Nucleus Cytoplasm

What does a cell do?? We now know the names of the parts of the cell but what do they do?? Lets take a look Cells video clip 8:50-11:10

Lets see what we have learnt?? Using the video can we remember what the function of each part is??? Copy and complete your worksheet Plant & animal cells worksheet

Pictionary In your groups take it in turns to pick a card You must then draw on your whiteboard the best picture/s that help describe your keyword

Keywords for Pictionary Cell Membrane Nucleus Cytoplasm Chloroplasts Cell Wall Vacuole Animal Plant

What have you learnt today? Self assessment What have you learnt today?? Were you successful in the tasks that you have done today? Is there anything you don’t understand?? How could you improve your work? Plenary

Spellings

What do all these have in common?

Specialised Cells Learning Objective:- To be able to understand how cells are adapted for their purpose. Success Criteria:- Level 5- Explain how specific cells are adapted to their function. Level 4- Describe with examples, how cells are specialised to perform different functions. Level 3 - Recall examples of specialised cells

WHAT IS A SPECIALISED CELL?

Expert Corners Now that you’re in groups you will be splitting up again… Move to your assigned station. You have 6 minutes to remember as much as you can. You can fill in your section of the sheet ready for when you go back to your first group It is your job once you get back to your places to teach the rest of your table so that they can fill in their sheet  4 groups of 7 ideally

Sperm cell Head contains enzymes & nucleus Designed to Fertilise eggs. Found in the Testes Tail A sperm is small and has a long tail that provides movement so it can swim and find an egg cell. The head contains enzymes which allow it to digest into an egg cell and join with it.

Egg (Ovum) Cell Designed to be Fertilised. Found in the Ovaries. An egg cell is large and bulky. Contains yolk which provides a large food store for the new cell being formed. Cytoplasm containing yolk Layer of jelly Nucleus

Palisade Cell Designed for Photosynthesis Found in the top of a leaf Tall and has a large surface area to absorb water and minerals. Packed with chloroplasts to help make plant food. Nucleus Chloroplasts

Ciliated Cell Designed to stop Lung Damage They line all the air passages in the lungs. They have tiny hairs called cilia. Hairs sweep mucus with trapped dust and bacteria back up the throat. Nucleus cilia

Root Hair Cell Thin cell wall makes it easy for minerals to pass through. Designed for absorbing. Vacuole thin cell wall Has a large surface which helps it to absorb water and minerals. Cell membrane Found in a plant root.

Nerve Cell (neurone) They are long They have connections at each end Nucleus They are long They have connections at each end Can carry electrical signals Their job is to carry nerve impulses to different parts of the body.

Red Blood Cell Designed to carry oxygen Found in blood. Large surface area, for oxygen to pass through. Contains haemoglobin, which joins with oxygen. Has no nucleus

MATCH UP ACTIVITY 2 MINUTES Card sort

Specialised Cells Learning Objective:- To be able to model a cell Success Criteria:- Level 6 -Made a model of a plant or animal cell or a specialised cell and labelled all parts of the cell correctly Level 5- Made an accurate model plant or animal cell and have labelled all parts correctly Level 4- Made a model plant or animal cell and have labelled most parts correctly using correct key words. Level 3 -Made a simple model of a plant or animal cell and have identified a part of the cell correctly.

Examples of Specialised Cells Fat cell Plant Animal Guard cell Leaf palisade cell Root hair cell Epidermal cell Muscle cell Nerve cell Xylem cell White blood cell Sperm Red blood cell Ovum (egg cell) Cilliated epithelial cell

Cells recap Mini whiteboard at the ready??

Mini whiteboard at the ready?? C E F G H I

Designing a model cell Draw your cell in your book – at least half a page and in pencil Label the parts – level 4,5,6, Label the job that each part does – level 5,6 Label what materials you are going to use for each part and why

Make a Model Poster On your A3 page you are going to model your specialised cell. Everyone in the team must work together.

Peer assessment Using your success ladder can you give a level and use WWW and EBI to mark your partners model Plenary

Explaining Cells Learning objective: To be able to use success criteria to help write an explanation. Success Criteria:- •Explain what level a piece of work should be using criteria •Use success criteria to level a piece of work •Generate success criteria for an explanation

Explanation 1 The cell I modelled is a nerve cell. It is an animal cell that is used to send messages through the body like if you touched something hot and you moved your hand away. It still has all the normal parts of an animal cell because it has a cell membrane, jelly-like stuff in the middle and a nucleus. It is very long so that it is good at its job because it could send a message from your brain to your hand.

Explanation 2 I have made a model of a root hair cell. This is a specialised plant cell that is found in the roots of the plant. A root hair cell has the job of absorbing water and minerals from the soil for the plant to use. The cell is mainly like a normal plant cell but it does not have any chloroplasts. Chloroplasts are used to absorb the suns energy so because the root hair cell is under the ground it will not see sunlight so does not need to have chloroplasts. The cell also has an extended part to the cell which increases the surface area. This makes the cell specialised because the increased surface area means that it can absorb more water and minerals for the plant. The root hair cell also still has a cell membrane, cell wall, cytoplasm, nucleus and a vacuole

Understanding and explanation

Can you sort me into the correct levels?? I use annotated diagrams in my explanation I use paragraphs I use logically constructed paragraphs I can annotate diagrams & text I can add labels to diagrams I use full sentences I use diagrams to help explain I use more complicated scientific words Uses simple scientific words correctly I use process & concept words accurately I often use short sentences or one-word answers I can use simple scientific words with help Uses models to help explain new & complex situations I can represent things using simple models I begin to use simple models to help describe I use a model to help explain ‘familiar’ events

L3 L4 L5 L6 I can annotate diagrams & text I use diagrams to help explain I use annotated diagrams in my explanation I can add labels to diagrams I often use short sentences or one-word answers I use paragraphs I use logically constructed paragraphs I use full sentences I use more complicated scientific words I use process & concept words accurately I can use simple scientific words with help Uses simple scientific words correctly I use a model to help explain ‘familiar’ events Uses models to help explain new & complex situations I can represent things using simple models I begin to use simple models to help describe

Levelling an Explanation Using you success criteria placemat can you level your explanations Use a highlighter to pick out evidence for your level and say why you gave it that level

What level did you get and why?? Write on your mini whiteboard what level you gave:- Explanation 1 – Explanation 2-

Explaining Cells Learning objective: To write an explanation that demonstrates scientific understanding. Success criteria: Level 6- I can write an explanation using a model that contains complex scientific words. My explanation is written in logical paragraphs and contains annotated diagrams Level 5- I can write an explanation using a model that contains complex scientific words. My explanation is written in paragraphs and contains diagrams. Level 4-. I can write an explanation using a simple model that contains simple scientific words. My explanation is written in full sentences and includes copied diagrams that have been labelled Level 3- I can write an explanation in simple sentences that includes labelled pictures of a model..

L3 L4 L5 L6 I can annotate diagrams & text I use diagrams to help explain I use annotated diagrams in my explanation I can add labels to diagrams I often use short sentences or one-word answers I use paragraphs I use logically constructed paragraphs I use full sentences I use more complicated scientific words I use process & concept words accurately I can use simple scientific words with help Uses simple scientific words correctly I use a model to help explain ‘familiar’ events Uses models to help explain new & complex situations I can represent things using simple models I begin to use simple models to help describe

Explain your own cell

Peer assessment Using your success ladder can you give a level and use WWW and EBI to mark your partners model Plenary

Word scramble clemus hreat clel estgivdie rirasrpteoy clsellecmu suties Bell work

Cells, tissue, organs and systems Learning objective: to understand how the body is made up Success criteria: Level 6- explain the process of cell division and use examples to illustrate how tissues and organs are produced Level 5- describe how cell division allows tissues and organs to be produced Level 4- describe the role of tissues and organs providing an example Level 3- recall the difference between a cell, tissue and organ

Muscle tissue Muscle cell Nervous tissue Cilliated Tissue Xylem Tissue Root hair tissue Xylem Cell Starter

Xylem Cell Muscle cell Xylem Tissue Cilliated Tissue Root hair tissue Nervous tissue Muscle tissue

Little to big Put these in order of increasing size: Organ system Cell Tissue Write an example in your book

Recap of Systems What systems do you know?? Digestive Circulatory Respiratory Reproductive Nervous

How is the body organised? Different tissues link together to carry out a certain job. TISSUE Together, they are known as an…. ORGAN CELL How do we get from a cell to a tissue?

Cell Division

Who’s the fastest?! Using plasticine, you are to start with 1 big cell and demonstrate cell division to make 16 identical cells from it. You can’t just tear the 1 piece in to 16, you have to do it properly i.e. half the big one, then half each again and so on until you have 16. Who can get 16 identical cells, made properly in the fastest time?

What have you remembered? Have a go at completing the sheet you have been given. Work sheet cells organ tissues – if time could use organs word search after to bulk lesson out

Plenary What has my brain learnt today? Draw a brain quickly in your books and write at least 3 things that you have learnt today inside of it.

Bell work Can you find all the missing words you will be using today??? Make a wordsearch

Cells, tissue, organs and systems Learning objective: To write an explanation that demonstrates scientific understanding. Success criteria: Level 6- I can write an explanation using a model that contains complex scientific words. My explanation is written in logical paragraphs and contains annotated diagrams Level 5- I can write an explanation using a model that contains complex scientific words. My explanation is written in paragraphs and contains diagrams. Level 4-. I can write an explanation using a simple model that contains simple scientific words. My explanation is written in full sentences and includes copied diagrams that have been labelled Level 3- I can write an explanation in simple sentences that includes labelled pictures of a model..

As cells have lots of different functions they are often specialised to do a particular job. This means that they have special features that make them well adapted at carrying out these functions. Human Heart Nucleus Organelle Cell Muscle cell Organ System Tissue Organ Circulatory system Muscle Organism

As cells have lots of different functions they are often specialised to do a particular job. This means that they have special features that make them well adapted at carrying out these functions. Nucleus Organelle Muscle cell Cell Tissue Muscle Heart Organ Circulatory system Organ System Human Organism

How is the body like a school? What is the structure of a school?? Hint think of groups you are in everyday Starter

How is the body organised? A school uses the following system. One pupil Registration groups Subject classes A year group A school

How is my body organised? Using the success criteria for understanding and explanations can you answer the question…..

How is my body organised? Can you label the diagrams using the following keywords:- System, cell, organ, tissue Remember to try and use a model

How is my body organised? Can you label the diagrams and write simple sentences to describe how they work and make up our body. Remember to try and use a model

How is my body organised? Using the boxes provided can you draw diagrams to show how the body is organised and then explain how they work and how they link to make up the body. Remember to try and use a model if you can make up your own model

Teacher assessment Plenary