Lesson 4 and 5: What are the structures and functions of Duration: 1 hour 20 minutes different animal cells? Suggested learning sequence Introduction setting up Activity Cell observations – – As a class, read Resource 6 Have students observe the microscopic – Observing animal cells. slides of different animal cells and draw and describe them. Note: To save paper instead of giving Resource 6 to everyone, have students Discuss with students what they draw their own table for cell diagrams observed. The questions in Resource 6 and descriptions and answer questions Observing animal cells could be done – directly into their science journal. as a class or used as discussion points once the activity has finished. Discuss with students what different kinds of animal cells they can think of As a class, relate the structure of the e.g. skin, blood, hair, nerve cells. different animal cells to their function. Ask students if they think that all animal Compare and contrast the basic cells will look the same under the structures of the animal cells observed microscope or if they will look different? to the plant cells from the previous Why? lessons. Have students summarise these similarities and differences in a Set up for the Resource 6 Observing – chart in their journal. animal cells activity. If need be, have students draw the table in their science Review with students the scientific journal for cell diagrams and vocabulary pertinent to this lesson (See descriptions. Resource 2 Word bank for suggested – terms). Note: If coral cells are not available, teachers could provide students with pictures of coral cells from books or the Students add their learning and Internet. See web links’ for ‘useful reflections to their science journal. (See examples. Resource 3 Student reflections for – examples of sentence starters you can use to guide student reflections). Opportunities to monitor student learning Resources
Lesson 4 and 5: What are the structures and functions of different animal cells? Duration: 1 hour 20 minutes Suggested learning sequence Introduction – setting up As a class, read Resource 6 – Observing animal cells. Note: To save paper instead of giving Resource 6 to everyone, have students draw their own table for cell diagrams and descriptions and answer questions directly into their science journal. Discuss with students what different kinds of animal cells they can think of e.g. skin, blood, hair, nerve cells. Ask students if they think that all animal cells will look the same under the microscope or if they will look different? Why? Set up for the Resource 6 – Observing animal cells activity. If need be, have students draw the table in their science journal for cell diagrams and descriptions. Note: If coral cells are not available, teachers could provide students with pictures of coral cells from books or the Internet. See ‘useful web links’ for examples. Activity – Cell observations Have students observe the microscopic slides of different animal cells and draw and describe them. Discuss with students what they observed. The questions in Resource 6 – Observing animal cells could be done as a class or used as discussion points once the activity has finished. As a class, relate the structure of the different animal cells to their function. Compare and contrast the basic structures of the animal cells observed to the plant cells from the previous lessons. Have students summarise these similarities and differences in a chart in their journal. Review with students the scientific vocabulary pertinent to this lesson (See Resource 2 – Word bank for suggested terms). Students add their learning and reflections to their science journal. (See Resource 3 – Student reflections for examples of sentence starters you can use to guide student reflections). Opportunities to monitor student learning Resources
Reef-Guardians-2016-Year-8-Coral-Bleaching.docx