How to use this Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge resources. 1 CELLS There are teaching notes for each unit of the Learner’s Book. Each set of teaching notes contains the following features to help you deliver the unit. At the start of each unit there is a Unit plan, which summarises the topics covered in the unit, 1 Cells including the number of learning hours recommended for the topic, an outline of the learning content and the Cambridge resources that can be used to deliver the topic. Unit plan

Topic Learning hours Learning content

1.1 Plant cells 2.5-4 Structure of plant cells; functions of their different parts; strengths and limitations of models; using a microscope.

BACKGROUND KNOWLEDGE

Resources

Learner’s Book: Questions 1–2

Think like a scientist: Making a model of a plant cell Think like a scientist: Looking at plant cells through a microscope Workbook: Exercise 1.1A, Structure of a plant cell Exercise 1.1B, Drawing and labelling a plant cell

This is likely to be the first time that learners have studied animal and plant cells, although learners will have heard about cells and will have some awareness Exercise 1.1C, Different plant cellsof them. The diagrams in the Learner’s Teacher’s Resource: Worksheet 1.1A, Plant cell Book show all of the parts of a cell that structure and functionlearners are required to know. Making a Worksheet 1.1B, Plant cell structure and function model of a cell will Worksheet 1.1C, Plant cell structure and function

TEACHING SKILLS FOCUS Template 1: Assessment sheet for Think like a scientist: Looking at plant cells through a microscope 1.2 Animal 2.5-4 Structure of animal cells; Working in groups Learner’s Book: Questions 1–2 undertaken as group work. Expecting cells comparison of plant and animal cells; further consideration of use of Many activities in this unit, such as making a model of a cell, benefit from being Think like a scientist: Looking at animal cells through a microscope learners to work together to complete a task encourages them to models; further practice Activity: Building up pictures of plant and animal cells Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a learning topic. in using a microscope. Workbook: Exercise 1.2 (stepped), How to use a microscope

LEARNING OBJECTIVES

Teacher’s Resource: Worksheet 1.2A, Comparing plant and animal cells Worksheet 1.2B, Comparing plant and animal cellsCurriculum reference Learning intentions Success criteria

Worksheet 1.2C, Comparing plant and animal cells: 1.3 Specialised cells 2-3 Concept of relationship between structure and function; examples of Learner’s Book: Questions 1–4 Activity: Structure and function in animal cells 7Bs.01 Understand that all organisms are made of cells. • Begin to learn about cells. • State that all living organisms are cells. specialised plant and Activity: Structure and function in plant cells animal cells. Workbook: Exercise 1.3 (stepped), How cells are specialised for their functions 10 Teacher’s Resource: Worksheet 1.3, Specialised cells

LANGUAGE SUPPORT

Learners will use the following words: cell: the smallest unit from which all living things are made; cells always have a cell wall: the outer layer of a plant cell, made from cellulose; it gives support to the cell, but does not control what enters.

There are often common misconceptions associated with particular learning topics. These are identified in a table, along with suggestions for eliciting evidence of these misconceptions in your class and suggestions for how to overcome them.

Misconception Learners may confuse the cell wall and cell membrane. How to elicit

Look at answers to question 2.

How to overcome Making a model of a plant cell, using cling film pressed against the inner surface. For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.

CROSS-CURRICULAR LINKS

English: learners will need to use suitable language to make comparisons between animal and plant cells.

Thinking and Working Scientifically skills are woven throughout the Learner’s Book. In the teaching notes, the Thinking and Working Scientifically guidance identifies these sections from the Learner’s Book and provides more detail about the skills that it supports.

The teaching notes include a range of resources, which are provided as both PDF and Word files so that you can edit them as you choose: • Language worksheets: these worksheets provide language support and can be particularly helpful for learners with English as an additional language. • Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. • End-of-unit tests: you can use these tests to assess learners’ understanding of the unit content and skills and confirm that the class is ready to move on from the unit. • Photocopiable resources: these can include templates and any other materials that support activities given in the teaching notes. You will also find answers to the Learner’s Book and Workbook questions at the end of this resource.