Topic: Organisation of the Organism
Lesson 1: Plant and Animal Cell Structures
| Section | Details |
|---|---|
| Objective | – Compare the structures of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, ribosomes, mitochondria, and vacuoles. |
| Activities | Starter (5 mins): Show diagrams of plant and animal cells and ask students to identify differences.Main (25 mins): 1. Discuss each organelle’s structure and function, highlighting differences between plant and animal cells.2. Use diagrams to identify organelles in both cell types.3. Discuss key features like the presence of a cell wall and chloroplasts in plant cells.Plenary (10 mins): Students complete a Venn diagram comparing plant and animal cells. |
| Resources | Cell diagrams (plant and animal), worksheets for comparison, 3D cell models (optional). |
| Time | 40 minutes |
| Homework | Draw and label diagrams of plant and animal cells, including key differences. |
| Assessment | Students correctly identify and compare structures of plant and animal cells. |
| Past Paper Practice | IGCSE Biology 0610/22/M/J/19 Q2(a). |
Lesson 2: Bacterial Cell Structure
| Section | Details |
|---|---|
| Objective | – Describe the structure of a bacterial cell, including cell wall, cell membrane, cytoplasm, ribosomes, circular DNA, and plasmids.– Identify bacterial cell structures in diagrams. |
| Activities | Starter (5 mins): Show an image of a bacterial cell and ask students how it differs from plant and animal cells.Main (25 mins): 1. Describe the structure and function of bacterial cell components: – Cell wall: Provides support. – Cell membrane: Controls entry/exit of substances. – Cytoplasm: Site of chemical reactions. – Ribosomes: Protein synthesis. – Circular DNA and plasmids: Genetic information.2. Compare bacterial cells to plant and animal cells.Plenary (10 mins): Students label bacterial cell diagrams. |
| Resources | Diagrams of bacterial cells, worksheets for labeling and comparison. |
| Time | 40 minutes |
| Homework | Write a paragraph comparing bacterial cells with plant and animal cells. |
| Assessment | Students identify and describe bacterial cell structures during activities. |
| Past Paper Practice | IGCSE Biology 0610/21/O/N/20 Q3(b). |
Lesson 3: Specialised Cells and Their Functions
| Section | Details |
|---|---|
| Objective | – State the functions of specialised cells, including ciliated cells, root hair cells, palisade mesophyll cells, neurones, red blood cells, and gametes (sperm and egg cells). |
| Activities | Starter (5 mins): Show images of specialised cells and ask students to guess their functions.Main (25 mins): 1. Discuss the structure and function of each specialised cell: – Ciliated cells: Move mucus in trachea and bronchi. – Root hair cells: Absorb water and minerals. – Palisade mesophyll cells: Photosynthesis. – Neurones: Conduct electrical impulses. – Red blood cells: Transport oxygen. – Gametes: Reproduction.2. Use diagrams and videos to explain cell adaptations.Plenary (10 mins): Students match images of specialised cells to their functions. |
| Resources | Images of specialised cells, worksheets for matching activities, videos of cell adaptations (optional). |
| Time | 40 minutes |
| Homework | Draw and label diagrams of three specialised cells and describe their functions. |
| Assessment | Students explain the functions of specialised cells during discussions and matching activities. |
| Past Paper Practice | IGCSE Biology 0610/32/M/J/19 Q4(a). |
Lesson 4: Levels of Organisation
| Section | Details |
|---|---|
| Objective | – Describe the terms cell, tissue, organ, organ system, and organism with examples. |
| Activities | Starter (5 mins): Ask students to identify the relationship between a heart cell, heart tissue, and the heart as an organ.Main (25 mins): 1. Explain the levels of organisation in living organisms: – Cell: Basic unit of life. – Tissue: Group of similar cells (e.g., muscle tissue). – Organ: Group of tissues performing a function (e.g., heart). – Organ system: Group of organs working together (e.g., circulatory system). – Organism: A living being.2. Use diagrams to illustrate examples.Plenary (10 mins): Students create a flowchart showing the levels of organisation. |
| Resources | Diagrams showing examples of each level of organisation, flowchart templates. |
| Time | 40 minutes |
| Homework | Write an example of each level of organisation in the human body. |
| Assessment | Students explain the levels of organisation and complete a flowchart during class. |
| Past Paper Practice | IGCSE Biology 0610/42/O/N/20 Q2(b). |
Key Notes for Teachers:
- Use visual aids and diagrams to reinforce the structure and functions of cells.
- Relate specialised cells to their functions in the human body and plants.
- Highlight real-life examples to illustrate levels of organisation.
Key Notes for Students:
- Focus on the similarities and differences between plant, animal, and bacterial cells.
- Learn the adaptations and functions of specialised cells.
- Understand how cells, tissues, organs, organ systems, and organisms are interconnected.
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