DATE:
September 26, 2022
SUBJECT:
Human and Social Biology
GRADE:
10OTH
DATE & DURATION: 40 minutes x 12 sessions
TOPIC:
Characteristics of living Organisms & Cells
GENERAL OBJECTIVES:
● Be aware that there is both diversity and similarity of form in living organisms.
● Apply the knowledge of the interrelationship of organisms with the environments to
identify problems affecting the growth and survival populations.
At the end of the lesson, students will be able to:
Week 1
1.
2.
3.
4.
Describe the characteristics of living organisms.
Define cells, tissue, organ and system.
State the structure and function of an unspecialized plant and animal cell.
State the function of the following cell structures: cell wall, cell membrane, nucleus,
ribosomes, cytoplasm, mitochondria, vacuoles, chloroplast, endoplasmic reticulum.
5. Compare the structures of an unspecialized plant and animal cell.
Week 2
6. State the structures and function of bacteria, viruses and fungi.
7. Compare the structures of bacteria, viruses and fungi.
8. Compare the structures of bacteria, viruses and fungi to an unspecialized animal and plant
cell and an unspecialized animal cell.
9. State the function of the following: epithelial cells, sperm cells, egg cells, nerve cells and
muscle cells
10. Explain the importance of cell specialization in humans.
KEY SCIENCE PROCESS SKILLS:
Communicating, observing, Critical thinking
KEY SCIENTIFIC ATTITUDES:
Patience, honesty, communicative, open-mindedness, perseverance, curiosity
CONTENT OUTLINE:
The characteristics of living organisms
Living organism have seven characteristics in common:
Nutrition (Feeding): the process by which living organisms obtain or make food.
Animals take in ready-made food and are called heterotrophs. Plants make their own food and
are called autotrophs.
Respiration: the process by which energy is released from food by all living cells.
Aerobic respiration requires oxygen and takes place in most cells. Anaerobic respiration takes
place without oxygen in certain cells.
Excretion: the process by which waste and harmful substances, produced by the body’s
metabolism, are removed from the body.
Movement: a change in the position of a whole organism or of parts of an organism. Most
animals can move their whole bodies from place to place. Plants and some animals can only
move parts of their bodies.
Irritability (sensitivity): the ability of organisms to detect and respond to changes in their
environment or within themselves.
Growth: a permanent increase in the size and complexity of an organism.
Reproduction: the process by which living organisms generate new individuals of the same
kind as themselves.
Asexual reproduction requires only one parent. Sexual reproduction requires two parents.
The basic category of classification is the species. A species is a group of organisms of
common ancestry that closely resemble each other and are normally capable of interbreeding
to produce fertile offspring.
Cells Specializations and organizations in humans
This is a special and unique process in multicellular organisms, in which generic cells
develop/change to perform specific/particular functions.
The human body is composed of trillions of cells. These are of different types due to them
becoming specialized or differentiated to carry out specific functions. This enables humans to
carry out all essential life processes as efficiently as possible.
Cells of the same type that are specialized to carry out a particular function then work together
in groups called tissues. Tissues may contain one or, in some cases, more than one type of cell,
e.g. epithelial tissue, nerve tissue, and muscle tissue. Different tissues are then grouped
together to form specialized organs which may perform one or more specific functions, e.g.
the stomach is composed of epithelial, connective, muscle and nerve tissues. Organs work
together in organ systems to carry out major functions. All organ systems then work together
in an organized way to form an organism.
I.e. cells—tissues---organs---organ systems—Organisms
Importance of cell specialization in multicellular organisms
It ensures structural differences among cells
It makes cells identification easier
It ensures functional differences among cells
The structural differences ensure functional differences, which helps the organism to carry out
its life processes efficiently.
Diagrams of cell specialization
Sperm cell
Ovum cell (egg cell)
Epithelial cell
Nerve cell
Muscle cell
MATERIALS/RESOURCES:
● Textbooks (Human and Social Biology, Collins Concise Human and Social Biology,
Concise Revision course CSEC Biology) Laptop, Notebook, PowerPoint, Worksheet,
video.
PRIOR LEARNING/PREREQUISITE KNOWLEDGE/SKILLS:
● Know difference between living and non-living, able to classify, can identify animals
and plants
● Classification of living organisms.
LEARNER PROFILES TO BE ADDRESSED:
Visual, Auditory, Kinesthetic (Tactile)
REFERENCES:
DeSouza, S. & Tindale, A. (2018). Concise Revision Course, CSEC Human and Social
Biology. HarperCollins Publishers limited
Tindale, A. (2016) Concise Revision course CSEC Biology. HarperCollins Publishers
TEACHING/LEARNING STRATEGIES:
Class discussion, group activity, Cooperative learning
DIFFERENTIATION STRATEGIES:
PowerPoint, Worksheet, Guided discussion, Interactive game
CLASSROOM MANAGEMENT STRATEGIES:
● Raise hand when call on or answering or asking questions
● Keeping productive chat messages
● Muting mic unless speaking
● Using chat feature
● Encouraging positive behaviour
● Enforcing rules for classroom
● Engage with students
● Offer praise
● Participate in class activity
● Encourage initiative
INSTRUCTIONAL SEQUENCE
Engage (10 minutes)
 Students will be asked the following questions to get an idea of what the topic for the
lesson will be.
Questions:
1. What comes to mind when they hear the words living things.
2. what are living things and what some examples of living things?
3. What are some signs that something is living or non-living?
 After which they will be provided with the topic for the day’s lesson.
(Topic for the day “Characteristics of living Organisms”).
Exploration Phase (20 minutes)
1. Students will complete the worksheet on the characteristics of living organisms
Link: https://www.liveworksheets.com/op1194882zy
Explanation Phase (25 minutes)
 After completing the worksheets, students will be selected to share the response for a
given characteristics
 Students will watch a video on the characteristics of living things to clarify
misconceptions.
 Link: https://www.youtube.com/watch?v=POCS18ww_n0
Elaboration Phase (25 minutes)
 Students will view a brief presentation on cells.
 Students will working in pairs to complete the table below.
1. Complete the table by writing the name of the cell structure or organelle for the
function provided.
General Structure of the Cell:
1) All plant cells and animal cells are surrounded by a _____________, which is a thin,
flexible layer that separates the inside of the cell from the outside of the cell.
2) Plant cells have an extra layer called the ___________ that surrounds the
____________.
3) Inside the _____________, cells have smaller parts called ____________, which are
like tiny organs that each do specific jobs inside the cell.
4) All of the _____________ are held in a special gel called ______________.
Major Organelles:
5) The ___________ is the control centre of the cell, which acts kind of like the brain,
and contains the DNA of the cell.
6) ______________ are basically storage tanks, to hold water or other materials that
the cell needs.
7) A plant cell usually has one large ____________, whereas animal cells may have
several smaller ones, called ______________.
8) _______________ are the “powerhouses” of the cell – they take food and convert it
into energy that the cell can use.
9) ________________ are shaped like tiny balls and make things the cell needs, like
proteins.
10) ___________________, or ER, is the “cellular highway”, acting as a transportation
network that takes molecules where they need to go.
11) The ER takes proteins to the _________________, which acts as a “post office”,
checking proteins for flaws, packaging them up, and sending them where they need to
go.
12) ________________________ are found only in plant cells, and contain
chlorophyll, the substance that allows plants to carry out photosynthesis.
13. Students will draw and label the parts of a typical plant and animal cell
Evaluation Phase (15 minutes)
 In pairs, students will create a model of typical plant
Mark scheme
 Title – 1 mark
 Structures/Organelles present and labelled-8 marks
o Cell wall
o Cell membrane
o Cytoplasm
o Chloroplast
o Large vacuole
o Mitochondria
o Nucleus
o Starch grains
 Creativity- 2 marks
 Neatness- 2 marks
 Total marks- 15
EXTENDED LEARNING TASKS:
Students will read on microbial cells and cell specialization
POST-LESSON REFLECTION:
Week 2
INSTRUCTIONAL SEQUENCE
Engagement Phase (5 minutes)



Students will be welcomed to class
Students will be reminded of class rules
Students will be asked:
1. what are microbes?
2. What are the names of some microbes?
3. What are the structures of these microbes like?
Exploration Phase (25 minutes)



Students will watch a video the structures of a bacterial cell, virus and fungus then
identify the differences and similarities they have noted using the table below.
Link: https://www.youtube.com/watch?v=9f55WvF2gBw
Students will work in groups of three (3) to complete the table
Bacteria
Virus
Fungi
Unicellular or
Multicellular
Cell wall
Cell membrane
Nucleus
Genetic material
Reproduction
Explanation Phase (20 minutes)


Students will be invited from the groups to complete the table on the board.
The response will be discussed and misconceptions clarified by teacher during
discussion
Elaboration Phase (25 minutes)
Task 1

Students will identify the specialized cell below using their prior knowledge
Task 2

In groups, students will use their textbooks to research the function and special
adaptation of the specialized cells in the table below.
Diagram
Name of
Cell
Function
Carries the father’s half of
genetic information
Egg cell
Nerve cell
How they are
specialized
Epithelial
cells
Muscle
Cells

Students will share in class discussion
Evaluation Phase (10 minutes)

EXTENDED LEARNING TASKS:

Students will complete the following questions
1. State two differences between a bacterial cell and fungus
2. What is cell specialization?
3. Explain the importance of cell specialization in multicellular organisms in
comparison to a unicellular organism.
4. Name THREE different types of cells found in the human body and give the
function of EACH.
5. Suggest a definition for EACH of the following:
a) tissue
b) an organ
c) an organ system
POST-LESSON REFLECTION: