Lessons 2-6 Cells, Organs & tissues. Learning Objective:- To understand how organs and systems work...

Lessons 2-6

Cells , Organs & tissues

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 MyBodyhttp://lgfl.skoool.co.uk/keystage3.aspx?id=63

Organs and systems

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.

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.

Groups of organs form organ systemsorgan 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?

How is the body organised?

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

Stomach

Lungs

Liver

Intestines

Skin

Brain

Kidneys

Where

should they

have been

drawn?

• 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

Match upMatch 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!

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 effectivelyLevel 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??

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

The Microscope

stage

slide

objective lensmirror

focusing wheel

eyepiece lens

How to make a slide

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.

The Microscope

stage

slide

objective lensmirror

focusing wheel

eyepiece lens

Looking at cells - Animals

Statement list

Look down the eyepiece lens. Turn the knob upwards to bring the cells into focus using the objective lens

Put cells on a clean microscope slide with a drop of water.

Put the slide onto the stage of the microscope.

Turn the knob so the second lens almost touches the slide

rub a cotton bud around your mouth and collect cheek cells

Switch on the light to illuminate the cells

Place a coverslip over the top and add a blue dye

Bell work

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

Looking at cells - Plants

Statement list

Look down the eyepiece lens.

Turn the knob upwards to bring the onion cells into focus.

Put them on a clean microscope slide with a drop of water.Put the slide onto the stage of the microscope.

Turn the knob so the second lens almost touches the slide

Peel a thin layer of cells from the inner part of an onion

Switch on the light to illuminate the onion cells

Crack today's learning objective

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

A B C D E 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

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

Comparing Plants and animal cells

Learning Objective:- To be able to compare similarities and differences between plant and animal cells

Collective Memory

Cell Membrane

Nucleus

Cytoplasm

Chloroplast

Cell Wall

Vacuole

Collective Memory

Cell MembraneNucleus

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

Lets see what we have learnt??

• Using the video can we remember what the function of each part is???

• Copy and complete your 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?

Spellings

What do all these have in common?

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

Specialised Cells

Learning Objective:- To be able to understand how cells are adapted for their purpose.

WHAT IS A WHAT IS A SPECIALISED CELL?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

SPERM CELL

The head contains enzymes which allow it to digest into an egg cell and join with it.

Head contains enzymes & nucleus

Tail

Designed to Fertilise eggs.

A sperm is small and has a long tail that provides movement so it can swim and find an egg cell.

Found in the Testes

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

Designed for absorbing.

•Thin cell wall makes it easy for minerals to pass through.

•Has a large surface which helps it to absorb water and minerals.

•Found in a plant root.

Vacuole

Cell membrane

thin cell wall

NERVE CELL (NEURONE)

•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.

Nucleus

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

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.

Specialised Cells

Learning Objective:- To be able to model a cell

Examples of Specialised Cells

Animal Plant

Cilliated epithelial cell

Sperm

Fat cell

Ovum (egg cell)Red blood cell

White blood cell

Nerve cellMuscle cell

Epidermal cell

Xylem cell

Guard cell

Root hair cell

Leaf palisade cell

Cells recap

Mini whiteboard at the ready??

H

I

G

B

E

D

Mini whiteboard at the ready??

AC

F

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

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

L3 L4 L5 L6

I can use simple scientific

words with help

I often use short sentences or one-word

answers

I can add labels to diagrams

I can represent things using simple models

I use more complicated

scientific wordsUses simple

scientific words correctly

I can annotate diagrams &

text

I use paragraphs

I use diagrams to help explain

I use a model to help explain ‘familiar’ events

I use process & concept words

accurately

I use logically constructed paragraphs

I use annotated diagrams in

my explanation

Uses models to help explain new & complex situations

I begin to use simple models to help describe

I use full sentences

Can you sort me into the correct levels??

L3 L4 L5 L6


words with help


answers







text

I use paragraphs




accurately



my explanation




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


words with help


answers







text

I use paragraphs




accurately



my explanation




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

Word scramble

• clemus • hreat • clel• estgivdie • rirasrpteoy• clsellecmu• suties

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 cell

Xylem Cell

Xylem Tissue

Cilliated Tissue

Muscle tissue

Nervous tissue

Root hair tissue

Muscle cell

Xylem Cell

Xylem Tissue

Nervous tissue

Muscle tissue

Cilliated Tissue

Root hair tissue

Little to big

• Put these in order of increasing size:Organ systemCellOrganTissue• Write an example in your book

Recap of Systems

What systems do you know??

• Digestive

• Circulatory

• Respiratory

• Reproductive

• Nervous


Together, they are known as an….

ORGAN

Different tissues link together to carry out a certain job.

TISSUECELL

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.

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???

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 diagramsLevel 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 labelledLevel 3- I can write an explanation in simple sentences that includes labelled pictures of a model..

Organ

CellOrgan

SystemTissue

Organelle

Organism

NucleusMuscle cell

Muscle

Heart

Circulatory system

Human

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.

Organ

Cell

Organ System

Tissue

Organelle

Organism

Nucleus

Muscle cell

Muscle

Heart

Circulatory system

Human

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.

How is the body like a school?

What is the structure of a school?? Hint think of groups you are in everyday

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…..


Can you label the diagrams using the following keywords:-

System, cell, organ, tissue

Remember to try and use a model


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


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

Lessons 2-6 Cells, Organs & tissues. Learning Objective:- To understand how organs and systems work...

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Transcript of Lessons 2-6 Cells, Organs & tissues. Learning Objective:- To understand how organs and systems work...