Biology
Topic 1 Cells and tissues
Preparing to teach
1 The big picture
Before you start your planning, work through this quick introductory presentation for Topic 1:
► Cells and Tissues: Big picture
2 Objectives and outcomes
 Summary of key objectives
Students should learn that:
 all living things are composed of cells
 all cells have a common structure
 cells can divide.
 Learning outcomes
All living things are composed of cells
Students will be able to:
 explain how all life can be described in terms of certain vital characteristics
 define living things in terms of cellular composition
 describe how cells form tissues, organs and organ systems in plants and animals.
All cells have a common structure
Students will be able to:
 make labelled drawings of cells typical of a plant or an animal
 identify observable differences and similarities between cells
 link the function of specialised cells with their structure.
Cells can divide
Students will be able to:
 explain how the growth of living things is dependent on cell division
 represent the process of cell division as a sequence, including nuclear division
 describe the similarities and differences in cell division leading to the production of gametes
and of normal body cells.
Teach Better KS3 Biology Dynamic Learning © Hodder and Stoughton 2013
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Biology • Topic 1 • Cells and tissues
3 Teaching strategies
The study of cell structure and function requires a teaching method that makes ‘invisible’
structures visible and also relevant to students.
Little knowledge of cell structure from Key Stage 2 should be assumed. A good starting point
would be a lesson describing the fundamental animal and plant structures as seen with a light
microscope.
 Microscopes and observational skills
Students should have as much access to microscopes as is possible in the limited time available.
They should be given the opportunity to ‘explore’ as much of the microscopic world around them
as they can – insects, pond water, algae, feathers, or anything else that is suitable for microscopic
examination.
This is an excellent opportunity to extend and assess students’ observational skills. Students
should be encouraged to draw or otherwise record their observations using the microscope. This
may require some work on magnification and the development of mathematical skills that will be
helpful for studies in science at Key Stage 4. Students could be shown the diagrams and notes of
early microscopists such as Robert Hooke (Micrographia), Antonie van Leeuwenhoek, or the
‘homunculus’ (tiny human figure inside sperm cells) ‘seen’ by Nicolaas Hartsoeker. See, for
example, www.leica-microsystems.com and search for ‘the history of stereomicroscopy’. Look at
Part I.
 Creating models
Another method for visualising cells is by creating models. These can be particularly informative
and can be a very good project for students to work on outside of lessons. Structures can be
produced from a variety of materials, such as pasta, pipe cleaners or confectionary, and students
can then judge how well the models fit with actual cell structure. See, for example,
www.saps.org.uk/secondary/teaching-resources/165-q-a-a-how-can-i-model-a-plant-cell-at-ks3.
This can lead on to discussions on the use of models and analogies throughout science and a
debate as to their validity, benefits or drawbacks.
When dealing with cell division, students can find the process very difficult to visualise. Animations
and videos are an excellent way of demonstrating cell division in practice. Internet searches will
produce large numbers of very good animations or videos of mitosis and meiosis. As a possible
extension to this, students could create their own stop–start animation of simple cell and nuclear
division using an ordinary still camera.
Following cell division, cells may differentiate and become specialised. A good analogy for this is
to compare cells to workers carrying out a variety of tasks; specialised cells are then analogous to
workers with specialist occupations such as electricians, doctors, pilots, and so on.
 Looking at the big picture
Rather than treating cells as isolated individual units, it is important to get students thinking about
the interdependence of life and the role that cells play in this. One way of doing this is to highlight
the importance of cell communication. The cell should be shown as a living unit constantly in a
state of flux – with materials constantly entering and leaving. An analogy of cells as living cities is a
useful one here, with transport of goods and wastes being essential for survival.
Teach Better KS3 Biology Dynamic Learning © Hodder and Stoughton 2013
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Biology • Topic 1 • Cells and tissues
4 Prior knowledge and links to Key Stage 4
Prior knowledge (KS2) KS3 content
>>>
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Basic structures and
simple classification of
common plants and
animals
Life processes in
animals, including
growth, reproduction and
feeding
What animals need to
survive
Growth of plants
The function of different
parts of plants, and what
plants need to survive
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KS4
>>>>>
Reproduction, covering
cell division in more detail
with more emphasis on
asexual reproduction and
fertilisation of male and
female gamete cells
Variation, classification
and the inheritance,
including the role of the
nucleus and the behaviour
of chromosomes when
cells divide
Food and digestion, and
respiration, including the
role of specialised cells
The important role of
micro-organisms in health
and disease
>>>>>>>
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Cellular adaptation and
specialisation of cells
throughout the body
Differences in genes
leading to variation in cells
The role of genes in
determining cell structure
and function
Detail of the role of
microbes in human health
5 Making it real and relevant
Despite many years of study, there is still a great deal of research taking place into cell activity.
One of the main areas of current research is the investigation into what determines how a cell will
develop. Stem cells are the precursor cells from which all body cells can develop. If we could
control stem cells, then diseased or damaged cells, tissues or organs could be replaced, offering a
solution to many of today’s most serious health issues. The science of stem cells and their
potential is complex, but students are likely to have heard of them in the media and may ask
questions. For more information, see:
www.wellcome.ac.uk/About-us/Policy/Spotlight-issues/Human-Fertilisation-and-EmbryologyAct/Stem-cell-basics/index.htm
www.newscientist.com/topic/stem-cells
6 Cultural and religious sensitivities
Care should be taken when teaching cell division as this may well lead into discussions of cancer
and possible prognosis.
Discussions of the cellular origins of life may well lead to debate regarding evolution, so sensitivity
is needed along with scientific rigour.
Teach Better KS3 Biology Dynamic Learning © Hodder and Stoughton 2013
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