Scheme of Work Cambridge International as & a level

1.2 2 Describe and interpret photomicrographs, electron micrographs and drawings of typical plant and animal cells.

1.2 3 Compare the structure of typical plant and animal cells.

1.2.4 State that cells use ATP from respiration for energy-requiring processes.

1.2.5 Outline key structural features of a prokaryotic cell as found in a typical bacterium.

1.2.6 Compare the structure of a prokaryotic cell as found in a typical bacterium with the structures of typical eukaryotic cells in plants and animals.

1.2.7 State that all viruses are non-cellular structures with a nucleic acid core (either DNA or RNA) and a capsid made of protein, and that some viruses have an outer envelope made of phospholipids.

Extend thinking by asking learners to categorise organelles, to help distinguish their structures, for example: list three organelles lacking a boundary membrane, three that are surrounded by a single membrane, and three surrounded by two membranes (an envelope). (F)

Learners work in groups to prepare Venn diagrams to compare prokaryotic and eukaryotic cells, related to their overall structure and the organelles found within them. Online resources such as https://www.livescience.com/65922-prokaryotic-vs-eukaryotic-cells.html may be helpful. The display must contain diagrams, photographs and text. Learners can prepare these on a large piece of paper or card with a range of materials. Then hold a ‘marketplace activity’ in which one member of each group stands by their poster and offers an explanation to other groups as they circulate around the room. (I)

Learners make cells and organelles out of modelling clay to demonstrate how sections are made for viewing using microscopes. Cutting these at different angles will clearly illustrate how objects can look, depending on how the specimen was prepared (e.g. mitochondria often look sausage-shaped). They should extend their understanding by referring to the functions of the organelles, e.g. the role of mitochondria in producing ATP. Learners may use images of cells online to help them, including at websites such as:

Learners play a game of ‘bingo’ to consolidate the key terms from previous subtopics. Provide each learner with a grid of nine squares. Then provide 20 key terms related to cells on the board. Learners select nine words at random to fill in the grid. Then call out definitions of each of the 20 key terms – in random order. The first learner to tick off all their nine words calls ‘bingo’ and wins the contest. Simple definitions for the terms encountered in this topic can be found at: www.biologyreference.com/ (F)