Short- template

Date: 15 Mar.-23 Mar. Unit: Cell CLASS: VI

achievem
Evidence
(see notes below re: differentiation details, etc)
Frame-
Timing

W: whole class; G: group; I: individual.

ent
of
Description Lab Activity
40min. The student will be able to Students will Using light microscopes to observe and compare
 Understand that all organisms are made  Identify cell and cells (requires additional resources) I/G/W Permanent
of cells and microorganisms are typically Explain to learners that they are going to look at
its features. their own cheek cells. Ask them to work in pairs to slide of Q&A:
single celled.  Differentiate Making Onion blood, question
list what equipment they might need. Suggest the
 Identify and describe the functions of
between single use of a nuclear stain (e.g. methylene blue) to Peel slide nerve and / answer
cell structures (limited to cell make the nuclei easier to see. Before any practical
membrane, cytoplasm, nucleus, cell and plant D:
work is started, discuss the health and safety
wall, chloroplasts, mitochondria and sap multicellular aspects of working with human saliva and cheek
Slide tissues. discussio
vacuole). organisms. cells; ensure that learners are aware of any observation n
 Explain how the structures of some  Understand hazards associated with the use of the chosen for different O:
specialised cells are related to their different types stain. types of plant observati
functions (including red blood cells, of cells. Learners, working individually, make preparations and animal on
neurones, ciliated cells, root hair cells of their own cheek cells using sterile cotton buds
 Compare and on microscope slides, and a nuclear stain. Choose a cells. M:
and palisade cells). contrast plant marked
good preparation and attach a camera to a
 Describe the similarities and differences
and animal monocular light microscope to show learners what Slides of work
between the structures of plant and they are looking for. Ask learners to make a
cells. tissues.
animal cells. labelled drawing of one or two cells. Encourage
 Understand that cells can be grouped  Understand them to add a scale (or magnification) to their
together to form tissues, organs and cellular drawing. Introduce the formula:
organ systems. organisation. total microscope magnification = magnifying
power of eyepiece x magnifying power of objective
lens
Learners work in pairs, or small groups, to make
preparations of plant cells (e.g. red onion cells) on
microscope slides; alternatively, provide learners
with prepared microscope slides that show plant
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Short- template
cells clearly. Show learners what they are looking
for with the microscope. Ask learners to make a
labelled drawing of one or two cells, calculate total
microscope magnification and add this to their
drawing.
Then provide learners with living specimens of
non-pathogenic, single-celled organisms (e.g.
Amoeba or Paramecium). These are best viewed
using binocular microscopes, if available, or under
low power using monocular microscopes and
cavity slides. Ask learners to calculate the total
microscope magnification at which the organisms
can be seen most clearly.
Give learners pictures (or photographs) of
microorganisms, such as bacteria, that include
information about how much the microorganisms
have been magnified. Learners measure the sizes
of the microorganisms in the pictures and then
calculate the actual size of the microorganisms,
using the formula:
actual size = size in picture/magnification

Ensure learners use the same units for both actual

Organisation: details of differentiation / groups / adult role (linked to activities) Notes / extension opportunities / homework

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