This lesson was shared in March/April 2009
Lesson Plan: Lower Secondary Science

Topic: Cells
Sub-topic: Structure, function and organisation
Ability Type: Above Average
Specific Instructional Objectives:

Describe how the structure of a cell supports its functions (e.g. red blood cells, sperm cell, muscle cell)
  1. List the basic structures/ organelles in animal cells
  2. Understand and describe the functions of these structures/ organelles in the animal cells
  3. Describe the organisation of multi-cellular organisms from cells to tissues to organs to systems.
  4. Create an online blog to upload information.

Skills/ Dispositions
Use of Technology in T&L
1. Show students a human anatomy
(a) Ask students to match the correct cell types that can be found in the labeled parts of the human anatomy.
(b) The parts of human anatomy include: blood tissue, male and female reproductive system, muscle tissues and nervous system
Rationale: To recall with students on the organization of tissues, organs and systems.

2. Students group themselves into groups of 4. Allow students to draw lots to research on one of the following:
  • Nervous system
  • Muscles tissues
  • Blood tissue
  • Reproductive system (male and female)
  • Epithelial tissue

3. Students access the Internet to research on any of the above chosen topic.
Within the group, students can delegate the roles to research on the following:
  • The types of specialized cells found in the tissue/ system.

  • Functions of these specialized cells in the tissue/ system.
  • How are these cells adapted to support their functions?
  • How do these cells serve the human body as a whole collaboratively?

Rationale: Guide students to draw relationship between the structures of differentiated cells and their functions.

Slide 2 and 3: Human anatomy

Assignment Worksheet
Slide 4

10 min

10 min

Use of google online search to learn about the factual knowledge of the specialized cells.

Using the guiding questions, students learn to use online research to find out more information about the specialised cells and tissues in depth.
Development (Part 1)
1. In each group, students will work in pairs to find out the answers of the above questions in (3).
2. After they have consolidated their findings, they will share with the other pair in the same group. Students will be asked to create a blog to show their findings on the specific cells and tissues they have found.

3. Each pair will comment their friends’ findings using guided questions as a starting guide and arrive at a consensus for the group’s best answer to all the 4 questions. Through the discussion, students are allowed to modify the blog they have created to refine their answers.

4. Performance Task:
Each group will put up their answers in the blog they have created on the specific tissue they have researched on.
  • Collaborative skills
  • Critical Analysis
Red Blood Cells
Muscle Cells
60 min

Development (Part 2)
1. Every other group will visit their friends’ blog and post at least 2 comments per group to critique or question on the findings done by the group.
2. After all the comments have been posted, the group can then post their response and share their answers with the class - each group will be given 5 min for sharing.
  • Critical Thinking
30 min
The information put up on the blog will be read by their classmates from other groups and their classmates can use ICT online to put up comments or questions to clarify the content they learned from their friends' blogs.
1. Students will post their urls on the blog to teacher's blog site for marking.
2. Students will also post their reflections to share their learning points through their friends' critique in the assignment.
  • Communication
  • Courage