Teacher: Kemoy Francis Subject: Biology Grade: 9 Period: 4 weeks Date: January, 2012 Name of Unit: Cell Rationale:

Cells are the basic unit of all living things. Cells are grouped together to form tissues, which form organs and then systems which then forms the entire organism. References: Atwaroo-Ali L., Biology, Macmillian CXC Science Series Chinnery, L. Glasgow, J., Jones, G. CXC Biology, London: Cambridge University Press, 1982. Roberts, M.B.V., Mitchelmore, J., Biology for CXC, London: Thomas Nelson, 1985.

Period

Sub-topic

General Objectives
Students should: - Define the cell
- Appreciate that the cell is a highly

Major Concepts
- Define the cell .
organelles

Teachin g Strategi es
Explanati on Discussio n

Learning Experiences
Listening Note taking

Assessment

Resources

Cells Week 1

Class activity Research

1. 2. 3. 4. 5.

Textbook Whiteboard Markers Whiteboard Multimedia Projector Laptop

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organized structure comprising of organelles.

Sub-topic

General Objectives
Students should: Draw diagrams of a typical plant and animal cell Understand the function of the organelles in a cell Know similarities and the differences between the plant and animal cells Students should: Understand that substances

Major Concepts
- Structures of a typical plant and animal cell - Function of the organelles namely : cell wall, cell membrane, cytoplasm, mitochondrion, chloroplast, nucleus, ribosomes and vacuole

Teachin g Strategi es
Explanation Discussion Illustration

Learning Experiences
Note taking Listening Asking questions Sharing opinions Observing

Assessment

Resources

Week 2

Cell structure and function

Home Work Worksheet. Research

1. 2. 3. 4. 5.

Whiteboard Whiteboard markers Multimedia Projector. Textbook Light Microscope

Week 3 Movement of substances

- Define diffusion and osmosis operationally -Demonstrate

Explanation Lecture Demonstratio n Discussion

Note taking Listening Asking questions Sharing opinions

Home Work Quiz

1. 2. 3. 4.

Charts Whiteboard Whiteboard markers Models

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moves into and out of cells by diffusion and osmosis

how diffusion and osmosis occur in cells. -Give examples of substances that move in to and out of cells.

Specialization in multi cellular organism

Students should: - Distinguish between

unicellular and multicellular organisms

-Understand why specialization is important in multicellular organisms

- Unicellular and multicellular organisms - Cells group to forms tissue; tissues to organs and organ to systems and systems to organisms - Examples of tissues ,organs and organ system in plants and animals

-Explanation - Discussion

Discussion Brainstorming

Quiz Questions

1. 2. 3. 4.

Whiteboard Whiteboard markers Handout Worksheet.

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Lesson Plan Date: March 17, 2010 Subject: Biology Grade: 10 No. of students: 18 Duration of lesson:40 minutes Unit topic: Cells Lesson topic: Specialization in cells Strategies: Explanation and Discussion Resources: Handout, Worksheet. General Objectives: Students should: 1. Distinguish between unicellular and multicellular organisms. 2. Understand why specialization is important in multicellular organisms Specific objectives: Students should be able to:
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1. Differentiate between unicellular and multicellular organisms with the aid of the handout provided. ( See handout on Specialization) 2. Verify that specialization is important in multicellular organisms with the aid of the handout provided 3. Arrange sequentially cell organization from simple to complex using the terms cell, tissue, organ, system and organism based on the worksheet given. 4. Relate to tissues ,organs and organ system in plants and animals with the aid of the handout provided. Previous Knowledge: The students would have already learnt that cells are the basic unit of life and that cells carry a wide variet of substances through the body of both plants and animals. Summary of content: The students will learn that cells groups to from tissues, tissues to organs and organs into systems which in turn group together to form the entire organism. This occurs by the process of specialization. Procedure: Introductory Activity: The teacher will inform the students that tasks can be completed successfully by working in a group. The teacher will continue by saying that; groups working together will be most successful in completing a mission. Well, this is also true in the case of cells. The teacher will then ask the students to look at their arm and then ask the question. How do you bend your arm? The teachers will then wait and listen for the students' to respond. The students will respond by saying that the muscles in the arm causes it too move. The teacher will respond to the students by saying yes. The teacher will then continue by saying that this is only possible because the cells work together. The muscle cells work together when bending the arm. A group of cells working together in this way is called a tissue. The teacher will then ask the following question, What else? The teacher will wait and listen to students' responses and then responds, Ok, bone, nerve cells are involved too. How do they effect the bending of your arm?
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The teacher will wait and listen to students' responses and comments on them. Development: The teacher will then continue with the lesson. The muscle cells group together to form the muscle tissue in our arms, the bone cells forms the bone tissue and the nerve cells forms the nerve tissue. All these different tissues work together to form the organ. Several organs work together to form the system. In the case of the arm, it is part of the musculo-skeletal system which bends the arm. Different systems form an organism. The teacher will then issue a handout on specialization of cells to the students. The students will go through the handout together.

Culminating Activity: The teacher will give the students a worksheet which the class will complete orally. The teacher will begin by saying; well, let us go through your answers. The human body consists of many different types of.. While allowing time for students to think and answercells which carry out a specific function. A group of ..similar cells form a .. tissue.. Cells making up a tissue, carry out the samefunction ..Two or more types of tissues working together form anorgan.. Several types oforgan. carry out a specific function and form a System. The teacher will praise the students by saying Good. The teacher will conclude the lesson by reminding the students to prepare for the monthly end of unit quiz which will be in the following class.

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Lesson Plan Date: March 17, 2010 Subject: Biology Grade: 10 No. of students: 18 Duration of lesson: 60 minutes Unit topic: Cells Lesson topic: Cell structure and function Strategies: Laboratory work Resources: Light microscope, prepared slides of plant and animal cells, General objective: Students should: 1) Identify the structures of a typical plant and animal cell 2) Appreciate the function of cell organelles Specific objectives:
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Students show will be able to: 1) Draw and label a diagram of a typical plant and animal cell as seen under a light microscope with the aid of their text book. 2) State the function of the parts of a typical plant and animal cell. 3) Compare the structures of a typical plant and animal cell as seen under the light microscope. 4) Describe the structurally diverse between a typical plant and animal cell as seen under the light microscope

Previous knowledge: The students would have already that cell are the basic unit of life. They will also know the purpose and function of a light microscope. Summary of content: This lesson will allow the students to gain knowledge of the cell organelles in both plant and animal cells and to know the similarities and differences between these organelles present in both plant and animal cells.

Procedure: Introductory activity: The teacher will begin the lesson by writing the specific objectives on the board. The teacher will then encourage the students to remember that all living things are made up of cells. The teacher will then go on to ask the students if they think that all cells are the same while encouraging them to realise that cells might be different because there are many different living things. The teacher will also discuss that cells in different parts of a plant or animal might have different functions and recap with the students the proper use and care of a light microscope. Development: The students will be required to work in groups of twos or threes depending on the number of microscopes available so that each has access to a microscope and slide. The teacher will then write the procedure of the laboratory exercise on the board as follows:
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1. Take two slides from the box on the front table with the slides, one animal and one plant. 2. Draw and label the image on the slide with the aid of their textbook, and record the magnification. 3. Repeat the process for a slide of a different type of cell. 4. Tidy the work area, replace the slides and unplug the microscope. Time limit: 30 minutes. At the end of 30 minutes, the teacher is then going to ask students to describe the similarities and structurally diverse differences between a typical plant and animal cell as seen under the light microscope.

Culminating Activity: The students will complete the following table and then answer the que3stions which follows:

Comparing Plant and Animal Cells

Directions: Complete the chart below, then answer the questions.

Cell Part or Organelle Cell Membrane Cell Wall Chloroplast Cytoplasm Mitochondrion Nucleus Vacuole

Is It Found In A Plant Cell?

Is It Found In A Animal Cell?

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Questions: 1. What cell parts do Animal cells have that Plant cells do not have? 2. What cell parts do Plant cells have that Animal cells do not have? 3. Why do Plant cells have cell walls and Animal cells do not?

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Animals

are found in

Cells
Both include s

are found in

Plants

Also includes Mitochondrio n Vacuole Chloropla st Cell wall

Also includes

Cytoplasm

C ell membran e

N ucleus

Glycogen Granule Starch grain

Which are called Organelle s Which Kemoy Francis 0803681

Work together to keep the cell alive

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Specialization in multicellular organisms hand out

Organisms can be described as unicellular or multicellular. Unicellular organisms like Amoeba (animal) and Chlorella (plant) are just one cell in size. Multicellular organisms, like all the larger animals and plants, are made up of many (sometimes millions) of cells. The cells of unicellular organisms, e.g. Amoeba and bacteria, are independent but are still able to carry out all characteristics of life. Multicellular organisms, however, are made up of millions of cells. These cells work together and are often dependent on each other to carry out all the characteristics of life. In multicellular organisms each cell has the same basic structure, but there are variations in the design. Within a single organism, such as a human, there are great differences between the cells. Each type of cell is specialised to carry out a particular function well. For example, a muscle cell is concerned with contraction of the muscle, while a nerve cell is specialised to transmit nerve impulses. In a multicellular organism, cells are arranged in groups to form tissues. A tissue is a structure made up of many similar or identical cells which are adapted to perform one specific function. Muscle cells make up muscle tissue and all these cells are concerned with the muscle function of contraction.

Several different kinds of tissue may be grouped to form an organ. For example, the human brain contains nerve tissue, blood vessels with muscle and connective tissue, and blood. In animals, organs form parts of even larger functional units called systems. The digestive system is made up of several organs, including the stomach, intestines and liver. Cells in plants are also grouped into tissues, and tissues grouped as organs.

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Cells

Tissues

Organs

Systems

Table 1.0 shows examples of tissues, organs and systems that are found in plants and animals.

Structure

Examples in Plants

Examples in animals

Tissue

Mesophyll, Xylem and Phloem Leaf, root,

Nerve, Muscle,

Organ

Stomach, Heart, Brain

System

(not

organised into systems)

Digestive system, Nervous System

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A healthy organism is made up of all these parts working efficiently together, enabling it to do many things at the same time, such as use its energy source and make the energy available for movement, reproduction, growth, response and excretion. A total breakdown in the normal functioning of any one of these systems can lead to the death of the organism, such as a heart attack when the circulatory system breaks down.

Worksheet
Fill in the blanks with the appropriate words: The human body consists of many different types of which carry out a specific function. A group of cells forms a . Cells making up a tissue, carry out the same . Two or more types of tissues working together form an . Several types of carry out a specific function and form an .

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