Living Cells · JHS3 Science

Lesson notes

Indicator: B9.1.2.1.1

By the end of the lesson, learners can:

Define the term “specialised cell” in their own words and give at least two examples from dicotyledonous plants and two from humans.
Explain that specialised cells are formed through a process where cells develop different structures to perform specific functions, using the terms “differentiation” and “division” correctly.
Describe at least three ways in which a specialised cell differs from a generalised cell in terms of shape, size, and contents.
Work in groups to sort and classify given examples of cells as either specialised or generalised, justifying their choices.
Identify where in a dicotyledonous plant and in the human body certain specialised cells are located.

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Strand: Diversity of Matter (Strand 1)
Sub-strand: Living Cells (1.2)
Content standard: B9.1.2.1 - Demonstrate knowledge of specialist cells of dicotyledonous plants and humans, their formation and functions for the existence of the plants and humans
Indicator: B9.1.2.1.1 - Discuss the concepts of specialised cells and how they are formed in dicotyledonous plants and humans
Suggested placement: Term 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Science, Common Core Programme (JHS1-JHS3), 2023, p. 90
Transcribed from the official NaCCA publication. Check this page against the source.

1. Brainstorm to bring out the meaning of specialised cells.
2. Discuss how specialised cells are formed in dicotyledonous plants and humans.