1. Cells , Organs & tissues
Lessons 2-6

2. What do these things
have in common?

3. 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

4. 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

5. 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.

6. 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

7. Do plants have organs too?

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

9. 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!!!

10. Organs
Heart
Intestines
Stomach
Skin
Lungs
Brain
Kidneys
Liver

11. Where should they have been drawn?
Play song 11

12. 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!

13. 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

14. 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

16. Spelling test

17. 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

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

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

20. The Microscope focusing wheel slide mirror eyepiece lens
objective lens
stage

21. How to make a slide
Teacher to demo

22. 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

23. The Microscope focusing wheel slide mirror eyepiece lens
objective lens
stage

24. Looking at cells - Animals

25. 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

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

27. Looking at cells - Plants

28. 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.

29. Crack today's learning objectiveF 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

30. 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

31. Collective Memory

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

33. 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

34. 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

35. 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

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

37. 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

38. Spellings

39. What do all these have in common?

40. 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

41. WHAT IS A SPECIALISED CELL?

42. 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

43. 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.

44. 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

45. 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

46. 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

47. 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.

48. 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.

49. 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

50. MATCH UP ACTIVITY 2 MINUTES
Card sort

51. 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.

52. 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

53. Cells recap
Mini whiteboard at the ready??

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

55. 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

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

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

58. 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

59. 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.

60. 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

61. Understanding and explanation

62. 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

63. 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

64. 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

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

66. 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..

67. 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

68. Explain your own cell

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

70. Word scramble clemus hreat clel estgivdie rirasrpteoy clsellecmu
suties
Bell work

71. 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

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

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

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

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

76. 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?

77. Cell Division

78. 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?

79. 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

80. 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.

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

82. 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..

83. 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

84. 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

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

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

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

88. 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

89. 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

90. 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

91. Teacher assessment
Plenary