YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 1
Title: What are the characteristics of living things?
Learning Objectives (level): After completing lesson the student will:
• Be able to recall, explain and exemplify the characteristics of life (MRS GREN)( L6)
• Have categorised what systems are concerned with the characteristics of life.( L6)
How Science Works Objectives (level): By completing the activities the student will be able to:
• compare and interpret information from observations (L5)
• draw conclusions from observations and explain these using scientific knowledge (L6)
Key Words: Movement, Reproduction, Sensitivity, Growth, Respiration, Excretion, Nutrition
Literacy / Numeracy / ICT:
Risk Assessment:
Wash hands after practical.
Equipment:
Snails in a beaker with clingfilm lid, a few small
beakers of four/water mix, glass rods, vinegar
in a few small beakers, torches (REF B)
Resources:
Target sheet (REF A)
Statements into Explanations card sort (REF C)
Starter: (20)
Use mini-whiteboards (one per pupil) to write down what they think all living things do. Ask random pupils to
show their answers. Show MRS GREN on board. Split pupils into groups/pairs and allow time to discuss why
a human is living and a car is not living in terms of MRSGREN. Write responses on a mini whiteboard and
feedback. All of the characteristics are displayed by the car except it cannot reproduce itself or grow.
Main: (60)
Using a living specimen, observe its behaviour in small groups noting how it displays MRSGREN characteristic
eg. SNAILS – are very good. Place in a beaker with clingfilm and observe muscle ripples on ‘foot’, defaecation
as it moves, nutrition ( feed with small drops of flour and water paste}, sensitivity to glass rod dipped in vinegar
held near head end, torch light to head end. Also, a breathing hole between shell and foot.
Ask groups to report back on observations, question groups to justify their explanations. Is their data reliable?
Can they draw conclusions that are consistent with the evidence?
Pupils to record observations as either a table, annotated sketch of the animal or a written report.
Plenary: (20)
Card sort of characteristics of life (system) with description and then choose explanation of consequences. You
may want to give a copy to go into books.
Rich questions:
Are plants sensitive to their environment? Do plants breathe? Is metamorphosis growth?
Differentiation (Extension / SEN):
Some groups may need help with directing observations and will need guidance sheet (one available for
snails).
Homework:
APP
AF4 level 6, AF 5 level 6
Evaluation:
YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 2
Title: Comparing Plant and Animal Cells.
Learning Objectives (level): After completing the lesson the student will:
• be able to explain that plants and animals are made up of cells which contain organelles for different jobs
(L6)
• be able to compare the structures of plant and animal cells (L6)
How Science Works Objectives (level): After this lesson the student will:
• have demonstrated the safe and effective use of a microscope(L6)
• evaluate how ideas about the structure of living things have changed (L5)
Key Words: magnification, organelle, cell membrane, cell wall, nucleus, chloroplast, mitochondrion, vacuole
Literacy / Numeracy / ICT:
Risk Assessment:
Wash hands after practical, care with lamps getting hot, look
with both eyes to avoid headaches, do not use sun as light
source
Equipment:
Microscopes, Elodea, slides, coverslips,
prepared cheek cells
(REF D)
Resources: Pictures of plant and animal cells (REF E)
poster paper
Microscope diagram s(REF F) , cells to label (REF G)
Hodder A page2-3
Starter: (20) Memory game for drawing cells. In groups of 3 give a sheet of A3 paper or mini board. Explain
that each pupil will take it in turns to look at a picture on desk (10 secs) and return to group to add to diagram.
Display several pictures of plant and animal cells around lab. After about 5 visits display cells on screen so
groups can evaluate how they did.
Main: (60)
Using 1.1 go over how to use a microscope correctly, label the diagram. Explain how to calculate magnification
by multiplying the eyepiece lens by the objective lens.
• Flat side of mirror upwards, focus by bringing lens up to avoid damage to slide.
• Pupils often have difficulty in recognising individual cells. Careful demonstration with the whole class, using cell photographs, can
help overcome this problem.
• Always start observing on low power to find what you are looking for, and then move up. It sometimes takes time.
Provide pupils with the opportunity to look at preprepared cheek cells and draw them. Pull a leaf from Elodea
and place on a slide with a drop of water and a coverslip and get pupils to observe the cells and draw about 4
of them. Question pupils about the function of the organelles they can see. Pupils will need to see a drawing
to show what you are looking for (sharp pencil, clear lines, no shading, large)
Pupils to label diagrams of plant and animal cells, and construct a table to compare plant and animal cells.
Some pupils will be ready for the challenge of moving on to work out the ‘actual size’ of a cell. Provide them
with a square of graph paper and see if they can come up with working out what the field of view at low power
represents, then working out how many cells span the field of view leading onto the length of one cell.
Plenary: (20)
Key microscope words matched to description. Some sort of activity on size of different objects.
Rich questions:
Can you see the chloroplasts moving? Why might they move? Why can’t you see the cell membrane? What
are the limitations of a light microscope? What happens if the specimen is too thick.
Differentiation (Extension / SEN):
Calculating the size of a cell
Homework:
APP
Imagine you are Robert Hooke. Write a letter to a
friend to explain why your microscope is so important
to scientists.
Evaluation:
YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 3
Title: Preparing a slide to see onion cells
Learning Objectives (level): After completing lesson the student will:
• be able to identify the main parts of a plant cell (L6)
How Science Works Objectives (level): By completing the activities the student will be able to:
• develop their skill at using a microscope (L6)
• record their observations using drawings (L5)
• develop their questioning skills
Key Words: epidermis, iodine solution, field of view
Literacy / Numeracy / ICT:
Risk Assessment:
Calculating magnification and scale
Iodine solution (use safety glasses when staining), artificial
light source will get hot.
Equipment:
One egg (for starter activity)
Microscopes, iodine solution, onion cut into
squares, slides, coverslips. (Ref H)
Resources:
Worksheet on how to prepare onion slide from Hodder 1.1
‘How can we see onion cells’ (Ref H)
(Ref I) – starter B.
Starter: (20)
Show students an egg. Answer questions in pairs – Is the whole egg a single cell? Can we see the cell in an
egg? What could we use to see a cell? Do all cells look the same size/are they the same shape? Are all cells
the same size? (Hodder A chapter 1 starter B – Ref I)
Main: (60)
Demonstrate how to make a slide of onion cells.
•
•
•
•
Peel off the epidermis of one of the squares, and place onto the slide, add one/two drops of iodine solution
note to the pupils that it is iodine solution – not iodine going on the cells.
Let the iodine penetrate for a few minutes, then gently lower the coverslip over the epidermis (you can do
this by balancing the slide on some tweezers or mounted needle and gently lowering). Get some students
to do some cells with just water on them instead of the iodine solution.
Always start your observations on low power, and move up.
Show students what they should be seeing using projector. Point out the nucleus and vacuole, shape of
the cells. Many may see black rimmed circles which are air bubbles. You could talk about ‘artefacts’ here
in that sometimes we see things which are due to the preparation, not really the specimen.
Again there is the opportunity for students to be challenged to work out the actual size of the onion cell by
using graph paper to find the diameter of the field of view, and counting how many cells span the field of view.
If any managed this last lesson they could be asked to explain it to the class.
Ask the pupils to write a short report and make a labelled drawing of about four cells that they have observed.
Ask various questions to get them thinking (see rich questions).
Plenary: (20)
Write a brief description about the proper use of a microscope. Describe things that you should do and things
that you should not or you could go to cellsalive.com which has a really good interactive show to look at the
scale of living cells, compared to a pin head.
Rich questions: What’s the difference between the stained and the unstained cells? Why do we stain cells?
Why can’t we see a nucleus in every cell?
Where are the chloroplasts?
Differentiation (Extension / SEN):
Some groups may need help with directing observations. More able can calculate scale using graph paper.
Homework:
APP AF4 L6
Evaluation:
YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 4
Title: Specialised Cells for Special Jobs
Learning Objectives (level): After completing the lesson the student will:

explain that different types of cell can be found in plants and animals, and that these cells carry out
specialised functions (L7)
 identify specialised features in different types of cell, and relate these to the function of a cell (L7)
How Science Works Objectives (level): After this lesson the student will:
• find and present relevant information on a particular cell type (L6)
• Use secondary sources to find information (L6)
Key Words: ciliated epithelium, red blood cell, nerve cell, sperm cell, muscle,
Literacy / Numeracy / ICT:
Risk Assessment:
Ipads, computer room.
Equipment:
Microscopes with specialised cell slides. (Ref
J)
Resources:
Hodder pages 4/5 & 11.
Powerpoint for ‘ the picture’
Laminated pictures of cells( Ref J)
Cell types research and summary sheet (Ref K)
Card matching activity (Ref L)
Special cells for special jobs sheet (Ref M)
Starter: (20) ‘The picture’ Show students some electron micrographs from guess the picture file, and on mini
whiteboards students write down how they think they are related to the area of study. Feedback and discuss.
Main: (60)
Arrange students into groups of 3 or 4 and provide each with a laminated picture of a specialised cell. The
cells are: red blood cell, nerve cell, ciliated epithelial cell, root hair cell, palisade cell, sperm cell. Each group
needs to complete the research sheet. You may be able to use computer room for research or IPADS here.
After 30 mins groups report back on their findings and fill in cell types summary sheet.
Pupils can look at slides of specialised cells under the microscope.
Card matching activity – specialised cells matching game (REF L)
Plenary: (20)
Special cells for special jobs sheet to complete and glue in.
Rich questions: Are bone cells living? What do cells need to survive? Do cells communicate with each
other?
Differentiation (Extension / SEN):
Homework:
Make a 3D model cell
Evaluation:
APP AF3 level 6
Model Cell sheet
YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 5
Title: Cellular Organisation
Learning Objectives (level): After completing the lesson the student will be able to:
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




explain that cells form tissues, and tissues form organs (L6)
name some important tissues in plants and humans (L6)
explain the organisation of tissues, using a model (L6)
name some examples of tissues from plants and humans (L6)
relate the different parts of a model to the cells and tissues making up an organ in a living organism (L6)
recall the major organ systems of the body; show how they are interdependent and relate to the
characteristics of life (L7)
How Science Works Objectives (level): By completing the activities the student will be able to:
 relate the different parts of a model to the cells and tissues making up an organ in a living organism(L6)
Key Words: tissue, organ, organ system,
Literacy / Numeracy / ICT:
Risk Assessment:
Ensure wash hands after dissection due to risk of food
poisoning bacteria, or wear gloves.
Equipment:
Chicken leg fresh with skin on. Privet leaf.
Resources:
Organ mysteries card sort (Ref N)
Cut out sheet of organs of the body (Ref O)
S1.4 Rich questions (Ref P)
Definitions sheet (Ref Q) Hodder A pages 4-5
Starter: (20)
Write key words or phrases on the board using definitions sheet. Allow pupils a few minutes to think of ways of
describing the word or phrase without saying the word itself. Ask two volunteers to come to the front and ask
the audience to read out their descriptions. The volunteers have to ‘SPLAT’ the word they think is being
described with their hand. Ask the pupils if they think this is correct. If they think that the explanation was good
or not and why.
Main: (60)
Introduce the concept of a tissue, naming examples relating to specialised cells previously observed. Use the
analogy of a house to explain the organisation of tissues, showing that different materials are used to make
different parts, and that these parts make the whole.
(optional)
Show pupils a dissection, eg of a hen’s leg, to illustrate the different types of tissue in a complex structure eg.
the skin, muscle, bone, tendons, blood. Construct table to show the cells that make up t he main tissues
shown.
Show pupils a privet leaf as an example of a plant organ, explaining that it is made from different types of cell
organised into tissues.
As an alternative some pupils could provide cartoons or drawings to show and explain how various tissues
make up an organ.
Cut out sheet and glue in of major organs in the human body (human body cut out)
Plenary: (20) – this is demanding so some pupils may need more support
Organ mysteries card sort activity. This activity helps classification skills. Give out the cards and ask pupils to
group the statements. Circulate among groups asking pupils why they put certain statements under headings.
(level 7/8 task)
Rich questions:
See sheet S1.4 (Ref P)
Differentiation (Extension / SEN):
For plenary pair able students with those that are finding this work more difficult.
Homework:
APP
Cell model continued or cut out sheet if did not do.
AF1 L5
Evaluation:
YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 6
Title: How are new cells made?
Learning Objectives (level): After completing lesson the student will be able to:
•
explain that new cells are needed for repair, replacement and growth(L6)
•
•
•
•
explain that growth of living things occurs by cells dividing to make new cells, and these cells increasing in
size (L6)
represent the process of cell division as a sequence that begins with division of the nucleus (L7)
explain that cells have nuclei containing the information that is transferred from one generation to the next
(L6)
explain that cancer cells can divide for ever but normal cells have a limited life (L7)
How Science Works Objectives (level): By completing the activities the student will be able to:
 Continue to develop competence of using a microscope
 Develop questioning skills
Key Words: cell division, nucleus, growth, cancer cell, tumour
Literacy / Numeracy / ICT:
Risk Assessment:
Hayflick limit calculation line graph.
Equipment:
Active fresh yeast suspension, microscopes,
methylene blue, preprepared slides.
Resources:
Hodder A pages 6-9
cell division card sort (Ref R)
Starter: (20) (care you will need to tread carefully here as it is about cancer) The answer is ‘Cancer’.
What are 5 possible questions? Pupils work in groups and use the mini-whiteboards to come up with
questions. Feedback and discuss. May need to keep some questions to return to at the end of the lesson.
Main: (60)
Ask pupils how they think new cells are made, and discuss different ideas that may arise.
Provide plant material to illustrate active cell division, eg budding yeast, for microscope examination
under low magnification. Ask pupils to suggest how they might identify cells that are making new
cells, and to locate and identify cells that may have recently divided, giving reasons.
Using these observations and secondary sources of evidence, eg photographs pictures of dividing
cells, help pupils to sequence photographs of cell division. Prompt them with questions, eg Why does
the nucleus divide first?
Details of cell division are not required. Mitosis forms part of key stage 4.
Consolidate by providing pupils with diagrams of the same process to sequence (card sort)
Worksheet 1.3 ‘New cells from old’ pupils copy and annotate diagrams and do sentence completion
task.
Plenary: (20)
Cells are often given what scientists call a ‘Hayflick limit’, that is the number of times the cells will be able to
double before they die. If a group of cells had a hayflick limit of 5 how many new cells could one of these cells
produce before the cells die. Show how you worked this out and make a line graph.
Rich questions:
Why don’t cells grow as big as footballs?
Differentiation (Extension / SEN):
Homework:
APP
Hodder page 8-9 questions and remember
Evaluation:
YEAR 7 CELLS, ORGANS AND SYSTEMS
Lesson: 7
Title: What are Stem Cells?
Learning Objectives (level): After completing lesson the student will:

Understand that stem cells are undifferentiated cells, with the potential to turn in to other cell
types know where stem cells are naturally found (in embryos, umbilical cord and in the bone
marrow) (L7/8)
How Science Works Objectives (level): By completing the activities the student will be able to:

Evaluate the ever expanding range of medical uses of stem cells, and appreciate why their use
is controversial (L7)
Key Words: stem cell, embryonic stem cell, therapeutic.
Literacy / Numeracy / ICT:
Risk Assessment:
Equipment:
Resources:
Stem cell DVD
Ref S stem cells in the news
www.eurostemcell.org
Ref T stem cell questions & T/F
Starter: (20) The commonality ‘What are the commonalities between a donor card and a watch?
Main: (60)
Show the video stem cell stories (15 minutes)
Follow with the activity ‘Stem Cells in the news’ which is based around a newspaper article about stem cells
and discuss the answers.
If time there are a set of questions about stem cells and what the term ‘ethical’ means. You could do this as a
‘quick on the draw’ where groups have a mini whiteboard, then collect a slip with the question on, and bring
whiteboard to you. You decide if answer ok, if not send back to redo, if ok you give them the next question.
Carry on till you get the winning team. Could have 6 teams of 5.
Plenary: (20)
True/False on stem cells.
Rich questions:
Are the potential benefits of stem cells being over-hyped?
Differentiation (Extension / SEN):
Homework:
Evaluation:
APP
AF2 L5/6