Cells Unit Plan

7/30/2019 Cells Unit Plan

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Teacher: Kemoy Francis

Subject: Biology

Grade: 9

Period: 4 weeks

Date: January, 2012

Name of Unit: Cell

Rationale: Cells are the basic unit of all living things. Cells are grouped together to form tissues, which form organs and then

systems which then forms the entire organism.

References: Atwaroo-Ali L., Biology, Macmillian CXC Science Series

Chinnery, L. Glasgow, J., Jones, G. CXC Biology, London: Cambridge University Press, 1982.

Roberts, M.B.V., Mitchelmore, J.,Biology for CXC, London: Thomas Nelson, 1985.

Period Sub-topic General

Objectives

Major

Concepts

Teachin

g

Strategi

es

Learning

Experiences

Assessment Resources

Week 1Cells

Students

should:

- Define thecell

- Appreciate

that the cellis a highly

- Define the cell

.organelles

Explanati

onDiscussio

n

Listening

Note taking

Class activity

Research 1. Textbook2. Whiteboard Markers

3. Whiteboard4. Multimedia Projector

5. Laptop

Kemoy Francis 0803681


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organizedstructure

comprisingof

organelles.

Sub-topic General

Objectives

Major

Concepts

Teachin

g

Strategi

es

Learning

Experiences

Assessment Resources

Week 2 Cell structureand function

Students

should:

Draw

diagrams of a

typical plantand animal

cell

Understand

the function ofthe organelles

in a cell

Know

similarities

and the

differencesbetween the

plant andanimal cells

- Structures of a

typical plantand animal cell

- Function of

the organellesnamely : cell

wall, cell

membrane,

cytoplasm,

mitochondrion,

chloroplast,

nucleus,

ribosomes and

vacuole

Explanation

Discussion

Illustration

Note taking

ListeningAsking questions

Sharing opinions

Observing

Home Work

Worksheet.Research

1. Whiteboard

2. Whiteboard markers3. Multimedia Projector.

4. Textbook

5. Light Microscope

Week 3Movement of

substances

Studentsshould:

Understand

that

substances

- Define

diffusion and

osmosis

operationally

-Demonstrate

ExplanationLecture

Demonstratio

nDiscussion

Note takingListening

Asking questions

Sharing opinions

Home WorkQuiz

1. Charts2. Whiteboard

3. Whiteboard markers

4. Models



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moves intoand out of

cells bydiffusion and

osmosis

how diffusion

and osmosis

occur in cells.

-Give examplesof substances

that move in to

and out of cells.

Specialization

in multicellular

organism

Students

should:- Distinguish

betweenunicellular andmulticellularorganisms

-Understand

whyspecialization

is important inmulticellular

organisms

- Unicellular

andmulticellular

organisms- Cells group to

forms tissue;tissues to

organs and

organ tosystems and

systems toorganisms

- Examples of

tissues ,organsand organ

system in plantsand animals

-Explanation

- Discussion

Discussion

Brainstorming

Quiz

Questions

1. Whiteboard

2. Whiteboard markers3. Handout

4. Worksheet.



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Lesson Plan

Date: March 17, 2010

Subject: Biology

Grade: 10

No. of students: 18

Duration of lesson:40 minutes

Unit topic: Cells

Lesson topic: Specialization in cells

Strategies: Explanation and Discussion

Resources: Handout, Worksheet.

General Objectives:

Students should:

1. Distinguish between unicellular and multicellular organisms.2. Understand why specialization is important in multicellular organisms

Specific objectives:

Students should be able to:



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1. Differentiate between unicellular and multicellular organisms with the aid of the handout provided. ( See handout onSpecialization)

2. Verify that specialization is important in multicellular organisms with the aid of the handout provided3. Arrange sequentially cell organization from simple to complex using the terms cell, tissue, organ, system and organism

based on the worksheet given.4. Relate to tissues ,organs and organ system in plants and animals with the aid of the handout provided.

Previous Knowledge:

The students would have already learnt that cells are the basic unit of life and that cells carry a wide variet of substances through

the body of both plants and animals.

Summary of content:

The students will learn that cells groups to from tissues, tissues to organs and organs into systems which in turn group together to

form the entire organism. This occurs by the process of specialization.

Procedure:

Introductory Activity:

The teacher will inform the students that tasks can be completed successfully by working in a group. The teacher will continue bysaying that; groups working together will be most successful in completing a mission. Well, this is also true in the case of cells.

The teacher will then ask the students to look at their arm and then ask the question. How do you bend your arm? The teachers will

then wait and listen for the students' to respond. The students will respond by saying that the muscles in the arm causes it too move.

The teacher will respond to the students by saying yes. The teacher will then continue by saying that this is only possible becausethe cells work together. The muscle cells work together when bending the arm. A group of cells working together in this way is

called a tissue. The teacher will then ask the following question, What else?

The teacher will wait and listen to students' responses and then responds, Ok, bone, nerve cells are involved too.

How do they effect the bending of your arm?



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The teacher will wait and listen to students' responses and comments on them.

Development:

The teacher will then continue with the lesson. The muscle cells group together to form the muscle tissue in our arms, the bonecells forms the bone tissue and the nerve cells forms the nerve tissue. All these different tissues work together to form the organ.

Several organs work together to form the system. In the case of the arm, it is part of the musculo-skeletal system which bends thearm. Different systems form an organism.

The teacher will then issue a handout on specialization of cells to the students. The students will go through the handout together.

Culminating Activity:

The teacher will give the students a worksheet which the class will complete orally. The teacher will begin by saying; well, let usgo through your answers. The human body consists of many different types of..

While allowing time for students to think and answercells which carry out a specific function. A group of ..similarcells form a .. tissue.. Cells making up a tissue, carry out the samefunction ..Two or more types of

tissues working together form anorgan.. Several types oforgan. carry out a specific function and form aSystem.

The teacher will praise the students by saying Good.

The teacher will conclude the lesson by reminding the students to prepare for the monthly end of unit quiz which will be in the

following class.



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Students show will be able to:

1) Draw and label a diagram of a typical plant and animal cell as seen under a light microscope with the aid of their

text book.

2) State the function of the parts of a typical plant and animal cell.3) Compare the structures of a typical plant and animal cell as seen under the light microscope.

4) Describe the structurally diverse between a typical plant and animal cell as seen under the light microscope

Previous knowledge:

The students would have already that cell are the basic unit of life. They will also know the purpose and function of a light

microscope.

Summary of content:

This lesson will allow the students to gain knowledge of the cell organelles in both plant and animal cells and to know the

similarities and differences between these organelles present in both plant and animal cells.

Procedure:

Introductory activity:

The teacher will begin the lesson by writing the specific objectives on the board. The teacher will then encourage the students to

remember that all living things are made up of cells. The teacher will then go on toask the students if they think that all cells arethe same while encouraging them to realise that cells might be different because there are many different living things. The teacher

will also discuss that cells in different parts of a plant or animal might have different functions and recap with the students the

proper use and care of a light microscope.

Development:The students will be required to work in groups of twos or threes depending on the number of microscopes available so that each

has access to a microscope and slide. The teacher will then write the procedure of the laboratory exercise on the board as follows:



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1. Take two slides from the box on the front table with the slides, one animal and one plant.2. Draw and label the image on the slide with the aid of their textbook, and record the magnification.

3. Repeat the process for a slide of a different type of cell.

4. Tidy the work area, replace the slides and unplug the microscope.

Time limit: 30 minutes.

At the end of 30 minutes, the teacher is then going to ask students to describe the similarities and structurally diverse differences

between a typical plant and animal cell as seen under the light microscope.

Culminating Activity:

The students will complete the following table and then answer the que3stions which follows:

Comparing Plant and Animal Cells

Directions: Complete the chart below, then answer the questions.

Cell Part or Organelle Is It Found In A Plant Cell? Is It Found In A Animal Cell?

Cell Membrane

Cell Wall

Chloroplast

Cytoplasm

Mitochondrion

Nucleus

Vacuole



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Questions:

1. What cell parts do Animal cells have that Plant cells do not have?

2. What cell parts do Plant cells have that Animal cells do not have?

3. Why do Plant cells have cell walls and Animal cells do not?



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Cellsare

foundAnimals

Plantsare

found

Both

include

s

C ell

membran

e

VacuoleN ucleus Mitochondrio

nCytoplasm

Also

includes

Also

includes

Glycogen

Granule

Starch

grain

Chloropla

st

Cell wall

Which are

called

Organelle

s

Which


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Work

together to

keep the cellalive


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Specialization in multicellular organisms hand out

Organisms can be described as unicellular or multicellular.

Unicellular organisms likeAmoeba (animal) and Chlorella (plant) are just one cell in size. Multicellular organisms, like all thelarger animals and plants, are made up of many (sometimes millions) of cells.

The cells of unicellular organisms, e.g.Amoeba and bacteria, are independent

but are still able to carry out all characteristics of life. Multicellular organisms,however, are made up of millions of cells. These cells work together and are often

dependent on each other to carry out all the characteristics of life.

In multicellular organisms each cell has the same basic structure, but there are

variations in the design. Within a single organism, such as a human, there aregreat differences between the cells. Each type of cell is specialised to carry out a

particular function well. For example, a muscle cell is concerned with contractionof the muscle, while a nerve cell is specialised to transmit nerve impulses.

In a multicellular organism, cells are arranged in groups to form tissues. Atissue is a structure made up of many similar or identical cells which are adapted

to perform one specific function. Muscle cells make up muscle tissue and all these

cells are concerned with the muscle function of contraction.

Several different kinds of tissue may be grouped to form an organ. Forexample, the human brain contains nerve tissue, blood vessels with muscle andconnective tissue, and blood.

In animals, organs form parts of even larger functional units called systems.The digestive system is made up of several organs, including the stomach, intestines

and liver.

Cells in plants are also grouped into tissues, and tissues grouped as organs.



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Table 1.0 shows examples of tissues, organs and systems that are found in plantsand animals.

Structure Examples in Plants Examples in animals

Tissue Mesophyll, Xylem andPhloem

Nerve, Muscle,

Organ Leaf, root, Stomach, Heart, Brain

System (not organised into systems) Digestive system, Nervous

System


Cells Tissues Organs Systems


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A healthy organism is made up of all these parts working efficiently together, enabling it to do manythings at the same time, such as use its energy source and make the energy available for movement,reproduction, growth, response and excretion. A total breakdown in the normal functioning of any one ofthese systems can lead to the death of the organism, such as a heart attack when the circulatorysystem breaks down.

Worksheet

Fill in the blanks with the appropriate words:

The human body consists of many different types of which carry out a specific function. A group of

cells forms a . Cells making up a tissue, carry out the same . Two or more types of tissues working

together form an . Several types of carry out a specific function and form an .


Documents

Cells Unit Plan