- Show pupils evidence of the early observations made by Robert Hooke and others to illustrate how the development of the microscope changed the way in which scientists viewed the structure of living things. Ask pupils to find out how ideas developed. Provide opportunities for pupils to read different types of text, reminding them of ways of identifying key points, and to discuss findings in groups before reporting back to the whole class,
eg using flow charts or a series of annotated diagrams.
- Introduce the term 'cell' and show pictures and/or three-dimensional models of a range of cell types from animals and plants. Help pupils to prepare slides of pieces of plant material,
eg leaf surface, petals, root, squash, potato and tomato scrapings, onion epidermis. Establish that plant material is made of cells. Ask pupils to describe these cells.
- Provide opportunities for pupils to make their own slides of cheek cells as well as to observe prepared slides of human cells. Ask pupils to suggest ways in which these cells are similar to and different from plant cells. Demonstrate by drawing around a single cell in the photograph, or by drawing a cell which you can see and then showing this particular cell to a pupil, to help to focus their perception and observations.
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- describe some earlier ideas about the structure of living things
- identify key points using an appropriate technique
- explain how evidence from microscope observations led to new ideas
- state that living things are made of microscopic units called cells
- draw the cells observed
- identify observable similarities and differences between cells
- make a generalisation about the differences,
eg in size, presence of thick outer wall, between plant and animal cells
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