Chapter 1: Cells – the Building Blocks of Life
1.3 Comparing plant and animal cells Lesson overview Learning objectives • Develop models to explain the differences between animal cells and plant cells. • Record evidence using a microscope. • Communicate ideas about cells effectively using scientific terminology. Learning outcomes • Label an animal cell and a plant cell. [O1] • Compare and contrast the similarities and differences between plant cells and animal cells, and use a microscope independently to make observations. [O2]
• Describe the functions of the nucleus, cell membrane, mitochondria, cytoplasm, cell wall, vacuole and chloroplast. [O3]
Skills development • Thinking scientifically: use models • Working scientifically: record evidence • Learner development: communicate effectively Resources materials and equipment as detailed in the Technician’s notes; overhead projector; Worksheet 1.1.3a; Worksheet 1.1.3b; Practical sheet 1.1.3a; Practical sheet 1.1.3b; Technician’s notes 1.1.3 Common misconceptions Cells are two-dimensional, inert objects. The nucleus of a cell and the nucleus of an atom are the same. Key vocabulary nucleus, cytoplasm, cell membrane, mitochondria, cell wall, vacuole, chloroplast
Teaching and learning Engage • Show the students the images of plant and animal cells in Figures 1.1.3a and b in the Student Book. Ask them to identify three facts about each image. [O1]
• Demonstrate how to use a microscope. Ask the students to make observations of a variety of different objects using the microscope – for example newspaper print, hair, a coin, a paper towel (see Technician’s notes 1.1.3). Ask them to discuss their observations and the importance of the microscope in scientific discoveries. [O2]
Challenge and develop • Ask half the students to follow the instructions on Practical sheet 1.1.3a and make up a slide of a cheek cell; ask the other half to follow instructions on Practical sheet 1.1.3b to make up a slide of an onion cell. Ask them to draw accurate diagrams of both types of cells on their sheets. [O1&2]
• Refer the students back to the different parts of the animal cell and the plant cell from the Student Book. Ask them to relate these to the corresponding parts of the diagrams of their slides, and to label them. If possible, link up a microscope to the overhead projector and point out the different parts from the prepared slides. [O1&2]
• Provide half of the students with the descriptions of different parts of an animal cell, and the other half with the descriptions of plant cells, found on Worksheet 1.1.3a. Ensure that they are clear about what the descriptions say. Provide the students with a range of different materials to select from. Ask them, in pairs, to make a model of their cells from the descriptions. [O1&2]
• Pair swap Ask one from each pair to join with someone who made the other model. Each should explain their model to the other. [O1&2] Key Stage 3 Science Teacher Pack 1
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