Transcript Cells - lg4 - Framwellgate Cluster

Cells , Organs & tissues
Lessons 2-6
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
http://lgfl.skoool.co.uk/keystage3.aspx?id=63
MyBody
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.
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?
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
Kidneys
Brain
Liver
• 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
Start at the back
with the spine
and work your
way forwards
• Hint; look at the numbers on the tabs
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!
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??
What is a microscope and why do
we use it??
The Microscope
slide
focusing wheel
stage
eyepiece lens
mirror
objective lens
How to make a slide
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
slide
focusing wheel
stage
eyepiece lens
mirror
objective lens
Looking at cells - Animals
rub a cotton bud around your mouth
and collect cheek cells
Put cells on a clean microscope
slidea with
a drop
Place
coverslip
overof
thewater.
top and add a
blue dye
Statement list
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
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
A B C D E F G H I J K L M N O P Q R S T U V WX Y Z
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6
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
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
Nucleus
Vacuole
Cell Wall
Cytoplasm
Cytoplasm
Cell Membrane
Nucleus
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?
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 
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
Cytoplasm containing yolk
 Designed
 Found
to be Fertilised.
in the Ovaries.
 An
egg cell is large and
bulky.
 Contains
Layer of jelly
Nucleus
yolk which
provides a large food store
for the new cell being
formed.
PALISADE CELL
 Designed
for
Photosynthesis
 Found
Nucleus
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.
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.
Vacuole
•Thin cell wall
makes it easy
for minerals to
pass through.
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)
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
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
Nerve cell
Epidermal cell
White blood cell
Red blood cell
Root hair cell
Xylem cell
Ovum (egg cell)
Muscle cell
Sperm
Cilliated epithelial cell
Cells recap
Mini whiteboard at the ready??
Mini whiteboard at
the ready??
B
A
D
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
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??
L3
L4
I use logically
constructed
paragraphs
I use diagrams
to help explain
I use annotated
diagrams in
my explanation
I use full
sentences
Uses simple
I use processscientific words
& concept words correctly
accurately
I can represent
things using
simple models
L5
L6
I use paragraphs
I can add labels
to diagrams
I can annotate
diagrams & text
I use more
complicated
scientific words
I often use short
I can use simple sentences
or one-word
scientific
answers
words
with
help
I begin to use I use a model to
simple models help explain
to help describe‘familiar’ events
Uses models to
help explain
new & complex
situations
L3
I can add labels
to diagrams
I often use short
sentences
or one-word
answers
L4
I can annotate
diagrams & text
I use full
sentences
Uses simple
I can use simple
scientific words
scientific
correctly
words with help
I can represent
things using
simple models
I begin to use
simple models
to help describe
L5
L6
I use diagrams
to help explain
I use annotated
diagrams in
my explanation
I use paragraphs
I use logically
constructed
paragraphs
I use more
I use process
complicated
scientific words & concept words
accurately
I use a model to
Uses models to
help explain
help explain
‘familiar’ events
new & complex
situations
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
I can add labels
to diagrams
I often use short
sentences
or one-word
answers
L4
I can annotate
diagrams & text
I use full
sentences
Uses simple
I can use simple
scientific words
scientific
correctly
words with help
I can represent
things using
simple models
I begin to use
simple models
to help describe
L5
L6
I use diagrams
to help explain
I use annotated
diagrams in
my explanation
I use paragraphs
I use logically
constructed
paragraphs
I use more
I use process
complicated
scientific words & concept words
accurately
I use a model to
Uses models to
help explain
help explain
‘familiar’ events
new & complex
situations
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
tissue
Muscle
cell
Nervous
tissue
Cilliated
Tissue
Root
hair
tissue
Xylem
Cell
Xylem
Tissue
Muscle
cell
Muscle
tissue
Xylem
Cell
Cilliated
Tissue
Root
hair
tissue
Nervous
tissue
Xylem
Tissue
Little to big
• Put these in order of increasing size:
Organ system
Cell
Organ
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?
CELL
Different tissues
link together to
carry out a certain
job.
Together,
they are
known as an….
TISSUE
ORGAN
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 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
Muscle
cell
Cell
Tissue
Organ
Organism
Muscle
Organ
System
Circulatory
system
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.
Organelle
Cell
Tissue
Organ
Organ
System
Organism
How is the body like a school?
What is the structure of a school?? Hint
think of groups you are in everyday
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