5 B2.1c explain the importance of cell differentiation to include the production of specialised cells allowing organisms to become more efficient and examples of specialised cells B2.1e describe the functions of stem cells to include division to produce a range of different cell types for development, growth and repair Division of labour Starter Using modelling clay get students to produce one centimetre balls in the most efficient way that they can. Discuss how the division of labour can make you more efficient (e.g. one person tears the modelling clay into appropriate sized pieces, one rolls the clay into a ball and one quality controls the balls). Separating the job allows one person to become very good at that yob and makes them more efficient. This can occur with cells. Main List as many different cells as you can. Using the resource: Introduce specialised cells. Here learners are provided with 4 specialised cells. They are to look at the descriptions provided and match them with the correct cells. Learners must realise that the cells that they may be given in an exam may not be the ones in the text book/specification etc. They must need to apply their knowledge of cells and organelles to the function of the cell they are presented. Collect in the cells from the homework and get learners to identify how the cell is adapted to its function. Students could model specialised cells for a display labelling the features that allow them to carry out their function. State that these cells are differentiated. Describe the function of stem cells. Plenary Give the learners photographs of specialised cells and allow them to suggest a function. Examples could be: bacteria with flagella (for motion), fungal basidium (for launching spores), receptor cell e.g. rods or cone from the eye (for light detection), paramecium (cilia for movement), goblet cell (for mucus (secretion) etc. Homework Find a news article describing the use of stem cells. Working scientifically codes: WS2a, WS2b, WS2c, WS2d Prior knowledge from the KS3 programme of study: cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts the similarities and differences between plant and animal cells
2 B2.2c describe the human circulatory system to include to include the relationship with the gaseous exchange system, the need for a double circulatory system in mammals and the arrangement of vessels B2.2d explain how the structure of the heart and the blood vessels are adapted to their functions to include the structure of the mammalian heart with reference to valves, chambers, cardiac muscle and the structure of blood vessels with reference to thickness of walls, diameter of lumen, presence of valves How do you get it there? Starter Label a heart diagram – learners should not panic if you cannot this activity is s there to test prior knowledge. A suitable heart can be found here: Learners complete the diagram of the heart filling in the blanks. Main Heart dissection One method of heart dissection is illustrated here: The following video can be used as the dissection is being cleared up: Plenary Label the heart diagram again – in a different colour pen to show misconceptions and missed answers. Homework: Activity 10 Learners to produce an informative leaflet for patients on behalf of the British heart foundation, explaining how the heart works and the blood vessels. Heart structure Blood vessels Blood Exchange of substances Working scientifically codes: WS2a, WS2b, WS2c, WS2d Prior knowledge from the KS3 programme of study: the structure and functions of the gas exchange system in humans, including adaptations to function the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume