📘 Year 7 Science – Lesson Plan (1 Week)
Topic: Cells
Week Duration: 5 Days
Day 1 – Introduction to Cells
Objectives:
Define cells as the basic unit of life.
Understand that living things are either unicellular or multicellular.
Recall the 7 life processes (MRS GREN).
Key Points:
All living things are made of cells.
Some organisms = 1 cell (unicellular), others = many cells (multicellular).
Cells perform life processes: Movement, Respiration, Sensitivity, Growth,
Reproduction, Excretion, Nutrition (MRS GREN).
Activities:
Brainstorm: “What makes something alive?” → connect to MRS GREN.
Show microscope images of cells (if microscope not available, use
diagrams/photos).
Short video/animation of cells moving.
Assessment:
Quick oral quiz: “Give 3 life processes carried out by cells.”
Exit ticket: Write a definition of a cell in your own words.
Day 2 – Plant Cells
Objectives:
Identify the main parts of a plant cell and their functions.
Recognise how plant cells differ from animal cells.
Key Points:
Parts: cell wall (cellulose), cell membrane, nucleus, cytoplasm, chloroplasts,
large vacuole.
Functions: chloroplasts for photosynthesis, vacuole for storage, cell wall for
support.
Activities:
Draw and label a plant cell (use color).
Analogy game: Compare organelles to parts of a school (nucleus = principal,
cell wall = school fence, etc.).
Group work: List 3 differences between plant and animal cells.
Assessment:
Label diagram worksheet.
Oral Q&A: “Why do plants need chloroplasts?”
Day 3 – Animal Cells
Objectives:
Identify the parts of an animal cell and their functions.
Compare similarities and differences between plant and animal cells.
Key Points:
Parts: cell membrane, nucleus, cytoplasm, mitochondria, small vacuoles.
Differences: No cell wall, no chloroplasts, small temporary vacuoles.
Activities:
Students draw & label an animal cell.
Venn diagram: compare plant and animal cells.
Show a table of organelles and their functions – students fill missing parts.
Assessment:
Quiz: “Name 2 structures present in plant cells but not in animal cells.”
Group check: Explain one similarity and one difference.
Day 4 – Specialised Cells
Objectives:
Describe how cells are adapted to specific functions.
Give examples of specialised cells in animals and plants.
Key Points:
Examples:
Red blood cell → carries oxygen (haemoglobin, no nucleus).
Nerve cell → long extensions for messages.
Muscle cell → contracts for movement.
Root hair cell → absorbs water/minerals (large surface area).
Palisade cell → many chloroplasts for photosynthesis.
Activities:
Show diagrams/photos of specialised cells.
Matching game: cell picture ↔ function.
Role-play: Students act as different specialised cells.
Assessment:
Worksheet: Match cell → structure → function.
Class discussion: “How is a root hair cell adapted to its job?”
Day 5 – Cells, Tissues, Organs, and Systems
Objectives:
Explain levels of organisation in living things.
Give examples of tissues, organs, and organ systems.
Key Points:
Hierarchy: Cells → Tissues → Organs → Organ systems → Organism.
Examples:
Muscle cells → Muscle tissue → Heart (organ) → Circulatory system.
Root hair cells → Root tissue → Root (organ) → Transport system in plants.
Activities:
Group flowchart: students build the hierarchy using examples.
“Organ system relay”: Teams name as many human organ systems as possible
(digestive, circulatory, respiratory, nervous, etc.).
Quick presentation: “Why is a heart an organ and not a tissue?”
Assessment:
End-of-week quiz (mix of MCQs, short answers, diagram labeling).
Homework: Draw a flowchart of cell organisation with one human example and
one plant example.
