Cells and Organisation

Lesson Overview

Duration: 60 minutes
Class Size: 30 Year 7 students
Curriculum Reference: National Curriculum for England, Key Stage 3 Science – Biology (B1: Cell structure and organisation)
Teaching focus: Understanding cell types, microscope use, and organisation of living organisms

---

Learning Objectives (WALT)

• WALT identify and describe the structure of animal and plant cells.
• WALT use a microscope to observe and draw cells.
• WALT understand how cells are organised into tissues, organs, and systems.
• WALT explain the function of key cell organelles and relate structure to function.

---

National Curriculum Links

• Key Stage 3 - Biology – B1 (Cell Biology and Organisation)
  • Describe the structure of eukaryotic animal and plant cells, including the functions of the different parts: nucleus, cytoplasm, cell membrane, mitochondria, and (for plant cells) chloroplasts and cell wall.
  • Use a microscope to observe, draw and label cells.
  • Explain that tissues, organs and systems are groups of cells working together to perform a function.

---

Success Criteria

• I can label the parts of animal and plant cells accurately.
• I can explain the purpose of each cell organelle.
• I can prepare and observe a sample under the microscope safely.
• I can describe how cells make up tissues, organs, and systems.
• I can work collaboratively and communicate my observations clearly.

---

Lesson Breakdown

Time	Activity	Resources	Notes
0-10m	Starter: Think-Pair-Share - What is a cell? Where might we find cells?	Whiteboard, pens	Activate prior knowledge, engage students and set context.
10-20m	Direct Teaching – ‘Cell parts and functions’

• Show detailed diagrams of animal and plant cells (including nucleus, cytoplasm, membrane, mitochondria, chloroplasts, cell wall).
• Introduce the concept of organelles and their roles. | Large cell diagrams, projector, labelled handouts | Use visual, verbal and written explanations for accessibility. | | 20-35m | Practical activity – Microscope use and cell observation:
• Students prepare slides of onion epidermis (plant) and cheek cells (animal).
• Students use microscopes, draw and label what they see on provided worksheets. | Microscopes, prepared slides or materials to make slides (onion, swabs, slides, coverslips), worksheets, pencils | Differentiation: Provide step-by-step microscope guides and dyslexia-friendly fonts in worksheets; students with sensory issues get alternative observation materials such as cell models. | | 35-45m | Group discussion & consolidation – How cells combine to form tissues, organs, and systems.
• Use a simple analogy (e.g., bricks making walls).
• Show examples of tissues, organs, and systems in plants and animals. | Diagram posters, analogy cards, sticky notes | Extension: Ask advanced learners to explain how organelle dysfunction affects tissues or organs (e.g., mitochondria and energy levels). | | 45-55m | Interactive quiz – Kahoot or paper quiz (true/false, multiple choice based on today’s content). | Quiz software or printed quiz sheets | Formative assessment to check understanding. | | 55-60m | Plenary & Reflection – Students write a quick response:
• "One new thing I learnt about cells today is…"
• “One question I still have is…” | Mini whiteboards or reflection sheets | Helps metacognition and provides feedback for planning next lesson. |

---

Differentiation

• For Special Educational Needs (SEN):
  • Provide dyslexia-friendly reading materials – larger font, sans-serif typeface, clear spacing.
  • Use visual supports such as labelled diagrams and physical models of cells that can be handled.
  • Break down practical instructions into clear, concise steps with visuals.
• Support for EAL learners:
  • Use bilingual glossaries for science vocabulary.
  • Pair with confident peers during discussion and practical work.
• For Gifted and Talented students:
  • Investigate how different cell types specialise (e.g., muscle, nerve).
  • Research common diseases caused by cell malfunctions.
  • Develop a mini-presentation or infographic on cellular organisation.

---

Resources

• Microscopes
• Slides and cover slips
• Onion bulbs and cotton swabs (for cheek cell samples)
• Cell diagram posters and handouts
• Worksheets and lab journals with dyslexia-friendly fonts
• Whiteboard and pens
• Projector for diagrams
• Quiz platform or paper quiz materials

---

Additional Notes for Teachers

• Ensure microscope safety and hygiene procedures are practised (e.g., wiping swabs, handling slides carefully).
• Consider grouping students strategically to support peer learning.
• Adapt pace based on observation of student engagement and understanding; be ready to extend or simplify parts.
• For homework or extension, students could research the differences between prokaryotic and eukaryotic cells or create labelled cell models from household items.

---

By focusing on hands-on microscope work combined with clear explanations and differentiated support, this lesson aims to engage all learners while strictly aligning with the National Curriculum standards for Year 7 Biology under B1 topics.