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25 to identify parts on their diagrams, and to note their functions in their workbooks). 5 Direct the class to pack up their microscopes. 10 Collect and discuss some of the plant cell diagrams. 24. Discuss the functions of parts seen, asking pupils to note down the functions and to identify the parts on their drawings. Pupils will produce drawings of various quality. Pupils draw plant cells as they appear under a microscope. Pupils will have varying appreciations of cell parts and their functions.

Worksheet B1 suggests looking at a hair, rather than at cells. This avoids the need to make a slide; moreover a hair is much easier to find and focus on than cells are. Pupils should become absolutely confident and competent with their use of a microscope before attempting to use one to see cells. Pupils can then move on to Worksheet B3, Looking at plant cells and Worksheet B4, Looking at animal cells, in which they make temporary mounts of plant cells and animal cells, observe them using a microscope and make drawings of them.

5 Introduce Worksheet B5 Making drawings of biological specimens by reviewing with the class some of the drawings that pupils completed in Lessons 2 and 3. 20 5 Direct pupils to work through Worksheet B5, Qs 1, 2 and 3. Check through the do/don't list with pupils before they begin the posters for Q 4. Hold a class discussion comparing the posters to reaffirm the key points on how to draw biological specimens as seen under a microscope. Homework: Finish the poster for Worksheet B5. Differentiation Learning Outcomes Pupils understand, and have written down, a table of differences between plant and animal cells.

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‘A mess’ and ‘rows’: evaluation in prime-time TV news discourse and the shaping of public opinion by MARIANNA PATRONA

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