1 CELLS
PROJECT GUIDANCE 7SIC.01: Discuss how scientific knowledge is developed through collective understanding and scrutiny over time. 7SIC.04: Describe how people develop and use scientific understanding, as individuals and through collaboration, e.g. through peer-review
• how other people responded to the discovery; how the discovery was shared with other people. Depending on the abilities of the class or of individual groups, you may want to provide more structure, perhaps in the form of specific questions related to a particular person. You could also provide a template for groups to complete. However, it is good for them to try to deal with this open-ended task themselves if possible, making their own decisions about how to structure their work.
PL E
Learners will work in groups on one particular event during the development of the idea that all living things are made of cells. Each group will then make a contribution to a timeline that outlines how this idea developed over time.
earlier; how earlier work enabled them to do this
Decide what you would like each group to produce. This could be a poster on A3 or A4 paper, ready to display on the wall as part of a timeline. Decide how to divide the class into groups. You may also like to allocate roles to each member within the group. Find and select suitable references for groups to use. These could include library books and relevant websites.
Explain to the whole class what the project is about and how the groups will contribute to the final timeline. Tell the groups what they need to include in their poster (or other outcome). For example:
Arrange the contributions from each group on the wall, to produce a timeline. If time allows, you could ask each group to stand next to their poster and give a short description of what they found out.
Additional issues that could be discussed include: • Why do you think all of these people were men? Why did no women contribute to these discoveries? Would it be the same today?
M
• where the person lived, how old they were when they made the discovery, what else they did other than study cells
Finally, allocate one or more of the steps listed in the Learner’s Book to each group.
• Why do you think they were all Europeans? Would it be the same today?
SA
• how they made their discovery; why they were able to make the discovery then and not any
17 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
