Pearson Science New South Wales 8 Teaching Program (4

Pearson Science New South Wales 8 Teaching Program (4 weeks) Chapter 2 Cells

Copyright © Pearson Australia 2014 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 6564 7 Page 1 of 16

Overview In this chapter, students will learn that living things are made of cells, identify structures within cells and describe their functions. They will outline the role of respiration in providing energy, explain cell division, distinguish between unicellular and multicellular organisms, and identify that different types of cells make up tissues, organs and organ systems. Students will also identify the materials required for respiration and photosynthesis, explain that organ systems work together, and outline the role of cell division in growth and repair. Students will have the opportunity to describe the role of the flower, root, stem and leaf in plants. There is also opportunity to research an example of how changes in scientific knowledge have contributed to finding a solution to a human health issue, recount how evidence from a scientific discovery has contributed to solving a real world problem and describe examples of how developments in technology have contributed to finding solutions to a contemporary issue. Material identified in the New South Wales syllabus as ‘Additional’ includes proposing reasons why society should support biological research.

Strand Content addressed in this chapter

Knowledge and understanding

LW2 Cells are the basic units of living things and have specialised structures and functions. (ACSSU149)

Students:

a identify that living things are made of cells

b identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions

c outline the role of respiration in providing energy for the activities of cells

d identify that new cells are produced by cell division

e distinguish between unicellular and multicellular organisms

f identify that different types of cells make up the tissues, organs and organ systems of multicellular organisms

LW3 Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce. (ACSSU150)

Students:

a identify the materials required by multicellular organisms for the processes of respiration and photosynthesis

c outline the role of cell division in growth, repair and reproduction in multicellular organisms

d describe the role of the flower, root, stem and leaf in maintaining flowering plants as functioning organisms [L] [CCT]



LW4 Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world. (ACSHE119, ACSHE134)

Students:

a research an example of how changes in scientific knowledge have contributed to finding a solution to a human health issue [CCT] [EU]

b recount how evidence from a scientific discovery has changed understanding and contributed to solving a real world problem, e.g. animal or plant disease, hygiene, food preservation, sewage treatment or biotechnology [L] [PSC]

c describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, e.g. organ transplantation, artificial joints/limbs, treatment for diabetes, asthma, kidney or heart disease [ICT] [L]

Additional content

Students:

debate why society should support biological research [CCT] [PSC] [EU]

Working scientifically

WS4 Students question and predict by:

a identifying questions and problems that can be investigated scientifically (ACSIS124, ACSIS139)

b making predictions based on scientific knowledge and their own observations (ACSIS124, ACSIS139)

WS5.3 Students choose equipment or resources for an investigation by: a identifying suitable equipment or resources to perform the task, including safety equipment and digital technologies [ICT]

WS6 Students conduct investigations by: a collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring

safety and ethical guidelines are followed (ACSIS125, ACSIS140) [PSC] [EU]

b assembling and using appropriate equipment and resources to perform the investigation, including safety equipment

d following the planned procedure, including in fair tests, measuring and controlling variables (ACSIS126, ACSIS141) [EU] [PSC]

e recording observations and measurements accurately, using appropriate units for physical quantities[L]

f performing specific roles safely and responsibly when working collaboratively to complete a task within the timeline [PSC]



WS7.1 Students process data and information by: a summarising data from students’ own investigations and secondary sources (ACSIS130, ACSIS145) [N] [CCT]

b using a range of representations to organise data, including graphs, keys, models, diagrams, tables and spreadsheets [N]

c extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia resources and graphs including histograms and column, sector and line graphs [N] [L]

d accessing information from a range of sources, including using digital technologies[ICT] [L]

e applying simple numerical procedures, e.g. calculating means when processing data and information, as appropriate [N]

WS7.2 Students analyse data and information by: a checking the reliability of gathered data and information by comparing with observations or information from other

sources [CCT]

b constructing and using a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129, ACSIS144) [ICT] [N] [L]

c identifying data which supports or discounts a question being investigated or a proposed solution to a problem[CCT]

d using scientific understanding to identify relationships and draw conclusions based on students’ data or secondary sources (ACSIS130, ACSIS145)

e proposing inferences based on presented information and observations [CCT]

f reflecting on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected (ACSIS131, ACSIS146) [CCT]

WS8 Students solve problems by: c using scientific knowledge and findings from investigations to evaluate claims (ACSIS132, ACSIS234) [CCT]

d using cause and effect relationships to explain ideas and findings [CCT]

WS9 Students communicate by: a presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as

appropriate (ACSIS133, ACSIS148) [L] [ICT]

b using appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount [L]

c using a recognised method to acknowledge sources of data and information [L]



d constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and databases [L] [ICT] [EU]

e constructing and using the appropriate type of graph (histogram, column, sector or line graph) to express relationships clearly and succinctly, employing digital technologies as appropriate [N] [ICT]



Unit 2.1 Making things bigger

Strand Content Suggested teaching and learning strategies

Pearson Science NSW 8 resources

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Covers no essential Knowledge and understanding content but provides necessary background to enable students to obtain the skills needed to observe cells.

Covers some Working scientifically content as shown below.

Science4fun: It looks different!

A fun introduction to the benefits of magnifying things.

Student Book p. 42

Microscopes

Define ‘microscopic’ and describe its function. Describe two different microscopes in science labs: monocular/binocular (2D images) and stereo (3D images). If available, show students each type.

Student Book p. 43

Worksheet 2.1: Getting to know your microscope

Students identify the parts of a monocular light microscope. Probably best to do Worksheet 2.1 before Prac 1.

Activity Book p. 17

Practical investigation 1: Getting to know the microscope

First read two Skill builders: Preparing a wet mount (p. 48) and Using a microscope (p. 49).

Students learn how to make a wet mount and use a light microscope to obtain a focus.

Student Book p. 48

Stereo microscopes

If available, allow students to have a look though a stereo microscope to see the difference. Refer students to Table 2.1.1.

Student Book pp. 43–44



Skill builder: Calculating magnification

Define ‘magnification’ and explain how to calculate it. Define’ field of view’ and relate it to magnification. Students then practise calculating magnification using the Worked example.

Student Book p. 45

Worked example: Calculating magnification

Student Book p. 45

Practical investigation 2: I can see more!

Students use a light microscope, changing the magnification and describing the effects on the image.

Student Book p. 49

Electron microscopes

Describe the differences between how an electron microscope and a light microscope obtain an image. Show examples of the difference in detail available in the images.

Student Book p. 45

Working scientifically WS7.1c, 9a Worksheet 2.1: Getting to know your microscope

Activity Book p. 17

WS6a, 6b, 7.1c, 8d, 9a Practical investigation 1: Getting to know the microscope

Student Book p. 48

WS6a, 6b, 7.1a, 9a, 9d Practical investigation 2: I can see more! Student Book p. 49

Unit assessment Complete selected unit review questions Student Book pp. 46–47 Unit review

Research portfolio Student Book p. 47 Inquiring Qs 1–2



Unit 2.2 Natural building blocks



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Students:

a identify that living things are made of cells

b identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions

c outline the role of respiration in providing energy for the activities of cells

d identify that new cells are produced by cell division

e distinguish between unicellular and multicellular organisms


Animal cells

Define cells as the building blocks of organisms. (Note alternative is to describe them as the smallest living part of an organism.)

Describe a typical animal cell as seen with a monocular light microscope. Outline the role of the cell membrane, nucleus, vacuole and cytoplasm.

Describe the functions of the following organelles: ribosomes, mitochondria, endoplasmic reticulum and lysosomes

Student Book p. 50

Plant cells

Compare the appearance of plant cells and animal cells when viewed with a light microscope. Describe cell walls, vacuoles and chloroplasts, and outline their roles in plant cells.

Student Book p. 51

Skill builder: Drawing from the microscope

Students need to read and understand this before doing Prac 1.

Skill builder: Increasing magnification

Students need to read and understand this before doing Prac 1.

Student Book p. 58



Students:

c outline the role of cell division in growth, repair and reproduction in multicellular organisms

LW4 Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world. (ACSHE119, ACSHE134)

Students:



Practical investigation 1: Observing cells

Students stain cells from an onion and from rhubarb leaf stalk and observe them.

Practical investigation 2: Membrane at work

Students study how hens’ eggs change in mass or volume when placed in salt water and in distilled water.

Student Book p. 59

Worksheet 2.2: Plant and animal cells

Students match a list of cell parts with descriptions of their function and identify labels for various cell parts.

Activity Book p. 18

Worksheet 2.3: Thinking about cells

Students propose how plant and animal cells would behave in a series of hypothetical situations.

Activity Book pp. 19–20

Science4fun: Human cells

Students observe prepared slides of stained human cheek cells.

Student Book p. 51

Fungal cells

Identify similarities and differences in fungal cells, plant cells and animal cells.

Fungal cells have cell walls made from different chemicals than those in plant cells. (Note: Fungi do not have cellulose in their cell walls.)

Fungal cells lack cellulose because fungi do not photosynthesise. (Note: Fungi are heterotrophs, not autotrophs.)

Student Book p. 52



Unicellular organisms

Define ‘unicellular’ and describe some unicellular organisms, such as bacteria and algae (diatoms).

Student Book p. 52

Practical investigation 3: Looking at pond water

A fun prac where students observe and describe some microscopic pond organisms.

Student Book p. 60

Dividing cells

Explain that all new cells are produced by a type of cell division called mitosis. Each cell splits into two and two new identical cells are formed.

Student Book p. 53

Worksheet 2.4: Size of cells

Students practise using scales on diagrams and converting the scales to actual sizes. Unit conversions are between centimetres, millimetres and micrometres.


Learning Across the Curriculum: Cells and Microscopes

Covers the changes in microscope technology since 1665 and how this has impacted on our understanding of cells.

Student Book pp. 54–55

Worksheet 2.5: The first time it was seen

A fun activity in which students observe photos of some magnified objects (living and non-living) and try to work out what they are.

Activity Book p. 23




WS6a, 6e, 7.1b, 9a, 9b, Practical investigation 1: Observing cells Student Book p. 58

WS4a, 4b, 6a, 6e, 7.1a, 7.1b, 7.1e, 7.2c, 7.2e, 7.2f, 8c, 8d, 9a, 9b, 9d

Practical investigation 2: Membrane at work

Student Book p. 59

WS7.1b, 9a, 9b Practical investigation 3: Looking at pond water

Student Book p. 60

WS7.1c, 9a Worksheet 2.2: Plant and animal cells Activity Book p. 18

WS4b, 7.1c, 9a, 9b Worksheet 2.3: Thinking about cells Activity Book pp. 19–20

WS7.1c, 7.1e, 9a Worksheet 2.4: Size of cells Activity Book pp. 21–22

WS7.1c, 9a, 9b Worksheet 2.5: The first time it was seen Activity Book p. 23

Unit assessment Complete selected unit review questions Student Book pp. 56–57 Unit review

Research portfolio Student Book p.57 Inquiring Q1



Unit 2.3 Specialised cells



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Students:


Science4fun: Where the water goes

Interesting activity where students observe how dyed water enters and spreads through a celery stem.

Student Book p. 61

Multicellular organisms

Define ‘multicellular’ and discuss the concept of specialised cells

Student Book p. 62

Specialised animal cells

Discuss some specialised animal cells. Describe the role and appearance of muscle cells (voluntary and involuntary), nerve cells, blood cells and fat cells.

Student Book p. 62

Worksheet 2.6: Shape and structure

Students propose how the structure suits the function of cells in different tissues.


Worksheet 2.7: Surface area

Students do calculations to discover how chopping up a cube results in a large increase in the total surface area. This is then used to predict how fast water would pass into many small cells compared with one big cell. Students also propose how cell shape would affect the surface area and therefore function of the cell.




Specialised plant cells

Describe the structure and function of guard cells, photosynthetic cells, root hairs, conducting cells in the roots, and structural cells in the stem.

Student Book p. 64

Practical investigation 1: Modelling water transport cells

Students observe a model showing capillarity and compare this with the movement of water through plant stems.

Student Book p. 67

Practical investigation 2: My cell

Students construct a model of a cell.

Student Book p. 67


WS6a, 7.1b, 9a, 9b Practical investigation 1: Modelling water transport cells

Student Book p. 67

WS5.3a, 6a, 7.1a, 7.1b, 9a, 9b Practical investigation 2: My cell Student Book p. 67

WS7.1c, 7.2e, 9a, 9b Worksheet 2.6: Shape and structure Activity Book pp. 24–25

WS4b, 7.1c, 7.1e, 7.2b, 7.2d, 7.2e, 9a, 9b

Worksheet 2.7: Surface area Activity Book pp. 26–27

Unit assessment Complete selected unit review questions Student Book p. 67 Unit review

Research portfolio Student Book p.68 Inquiring Q1–3



Unit 2.4 Cells to organism



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Students:



Students:

a identify the materials required by multicellular organisms for the processes of respiration and photosynthesis

d describe the role of the flower, root, stem and leaf in maintaining flowering plants as functioning organisms [L] [CCT]

LW4 Scientific knowledge changes as

Science4fun: Soft bones

A fun way to find out that bones can be made soft and flexible when the hard calcium compounds in the bone are removed by weak acid.

Student Book p. 68

Animal tissues and organs

Define tissues, organs and organ systems.

Discuss the four main tissue types in the human body—i.e. epithelium, connective tissue, muscle tissue and nerve tissue—and their structure, role and distribution.

Student Book p. 69

Practical investigation 1: Muscles get tired

Students investigate muscle fatigue and relate this to blood flow.

Student Book p. 77

Organs

Describe the structure of an organ using examples, e.g. the heart and skin, and the way in which tissues combine to form the organ and allow it to perform its function.

Student Book p. 70

Practical investigation 2: Where in my body?

Students recall from memory the internal organs of the human body and then draw

Student Book p. 77



new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world. (ACSHE119, ACSHE134)

Students:



c describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, e.g. organ transplantation, artificial joints/limbs, treatment for diabetes, asthma, kidney or heart disease [ICT] [L]

where these organs are found using an outline sketch of the body

Organ systems

List some organ systems and describe their roles. Describe the nature of an organ system using the digestive system as an example. No need to cover this in detail because it is covered in Chapter 3.

Student Book p. 71

Plant tissues and organs

Describe the two types of transport tissue, xylem and phloem.

List some plant organs: leaves, stems, roots, flowers.

Describe the structure of a stem and root.

Describe the structure of a leaf and explain its role in photosynthesis.

Student Book p. 72–73

Worksheet 2.8: Functioning plant

Students recall their knowledge of photosynthesis by completing a cloze test. Students also discuss differences in leaf structure and how they may be related to photosynthesis.

Activity Book pp. 28-29

Learning Across the Curriculum: Growing cells

An interesting explanation of how cells are grown in culture using stem cells, and the possible future benefits such as growing organs to replace diseased ones.

Student Book pp. 74-75



Worksheet 2.9: Growing cells

Further questions probing students’ comprehension of the LATC in the student book.

Activity Book p. 30

Additional content

Students:

debate why society should support biological research [CCT] [PSC] [EU]

Inquiring question

Students could have a formal debate or ‘debate’ the topic in open class discussion after they have completed this Inquiring question.

Student book, p 76


WS4a, 4b, 6a, 6e, 7.1b, 7.2c, 7.2e, 7.2f, 8c, 8d, 9a, 9b, 9d, 9e

Practical investigation 1: Muscles get tired Student Book p. 77

WS7.2b, 9a, 9d Practical investigation 2: Where in my body?

Student Book p. 77

WS7.1c, 7.2d, 7.2e, 9a, 9b Worksheet 2.8: Functioning plant Activity Book pp. 28-29

WS7.1c, 9a, 9b Worksheet 2.9: Growing Cells Activity Book p. 30

Unit assessment Complete selected unit review questions Student Book p. 78 Unit review

Research portfolio Student Book p.78 Inquiring Q1



Chapter 2 review

Suggested teaching and learning strategies Pearson Science New South Wales 8 resources Register

Complete the Chapter review questions at the end of the chapter.

Complete the Thinking scientifically questions at the end of the chapter.

Reteach relearn

Quick quiz (revision)

Chapter 2 Revision quiz (student resources)

Complete Activity Book Worksheet 2.10: Literacy review.

Review glossary of terms introduced in the chapter.

Chapter 2 Test (teacher resources)

Student Book, pp. 78–79

Student Book, p. 80

Teacher Companion

Teacher Companion

Pearson eBook

Activity Book, pp. 31–32

Student Book, pp. 81–82

Pearson eBook

Program review and evaluation

Topic

Modifications required in program

Additional practicals and working scientifically skill development

Assessment for learning strategies

Projects undertaken

Websites

Documents

Pearson Science New South Wales 8 Teaching Program (4