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Content Focus
Cells are the basis of life. They coordinate activities to form colonial and multicellular organisms. Students examine the structure and function of organisms at both the cellular
and tissue levels in order to describe how they facilitate the efficient provision and removal of materials to and from all cells in organisms. They are introduced to and investigate
biochemical processes through the application of the Working Scientifically skills processes.
Students are introduced to the study of microbiology and the tools that scientists use in this field. These tools will be used throughout the course to assist in making predictions
and solving problems of a multidisciplinary nature.
Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
Informal teacher assessment of prior- Students self-assessment through Summative assessment
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understanding and developing learning - Reflections on prior-learning, discussions to reinforce learning Practical investigation:
through - Worked and try it yourself problems to solve problems “Effects of environment on enzymatic reactions”
- Kahoot, Venn diagrams, mind maps/ - Designing own microscopes
concept maps - Preparing tabulated summaries and notes The task requires the students to work in
- Formation of learning through simulations, Quizlets and Kahoot collaboration and visualise the effects of
- Student involvement, contribution, and
- Research investigations to inform learning environmental factors on enzymatic reactions
performance, in discussions, group
- Evaluation of hypothesis through practical investigations between milk and rennin (a reaction used in
activities, investigations
- Model preparation (fluid mosaic model and enzyme models) and their commercial production of cheese). This task provides
(practical/research based)
demonstrations an opportunity for students to demonstrate their
- Performance in quizzes, worksheets - Justification and evaluation of responses collaborative and individual scientific working skills
- Monitoring student explanations and - Confirmatory experiments (modelling investigations) to reinforce of investigating and formulating an evidence-based
justifications learning argument.
- Preparation of investigation reports by comparing with provided
checklist and scaffolds
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
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1. Review prior-learning on working scientific skills and
content knowledge
1.1 Mind map & discussion on scientific investigative skills: 1.1 PowerPoint slides to
In teams, students will discuss and construct mind maps on discuss the concepts and
considerations/ requirements for designing, planning and show examples
conducting investigations. This activity requires students to
reflect on their understanding of scientific investigations and
the important steps involved.
- Teacher will use open-ended questions to guide team
responses and will fill in the gaps in student understanding
to form a complete picture of an effective scientific
investigation.
- As a class, teacher will encourage discussion on
identification of the problem or inquiry question,
formulation of hypothesis, risk assessment, identification
of variables independent/dependent) and constants,
observations vs inference, data collection and
representation, research using secondary sources, data
analysis, formulation of an evidence-based response and
effective scientific communication.
1.3 Kahoot for prior-understanding on cells: 1.3 Adjustment: 1.3 Prepared Kahoot (see
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
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Students will undertake the given Kahoot to assess their prior- Include videos/ pictures Annexure 1)
knowledge on cells, cell theory, cell structure, cell shape, cell to guide student
size, cell division, unicellular/ multicellular organisms and cell understanding of the
function. quiz questions.
This activity will provide an opportunity for a formative
assessment to check the benchmark of learning for this unit.
BIO11/12-4: Students select 2.3 Examination of the unknown cells under the microscope:
qualitative and quantitative data 2.3 Extension: Students 2.3 Pre-prepared slides of
and information and represent Scenario based practical investigation: will individually prepare onion root tip and E. coli,
them using a range of formats, Students will be given a scenario in which they need to help a the temporary mounts of light microscopes,
digital technologies and scientist identify the unknown cells. They will examine the cells from given samples worksheets specifying the
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
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appropriate media (ACSBL004, pre-prepared temporary mounts of unknown specimens (like, (onion root tip and E. purpose of activity, safety
ACSBL007, ACSBL064, onion root tip cells and E. coli cells) under light microscope coli suspension) and guidelines, field of views for
ACSBL101) and classify them as prokaryotic or eukaryotic. They will have later examine them. students to draw and record
to diagrammatically record and label their observations under Teacher will support their observations.
BIO11/12-5: Students derive
the microscope and justify their responses. Students will be through demonstrations, Supporting questions to
trends, patterns and relationships
required to briefly mention the function of cellular structures safety guidelines, one on guide their observations, data
in data and information
observed under the microscope. This activity allows students to one aid and activity collection and analysis.
demonstrate their skills of microscopy, observation and protocol. Provision of room for
collection of first-hand data, representation of data and analysis Use demo video adjustments.
to make informed judgement. http://bit.ly/2uhUfWo
Students:
investigate 3. Exploring the technologies for examining cells
different
cellular 3.1 Revisit the common lab microscope: Flipped classroom 3.1a. Lab microscopes staged
structures, In Classroom: on stations, scaffolded
including but a) Reflect on prior-knowledge: Students (in pairs) will study worksheet with picture of
not limited to: the microscopes used in the school labs and reflect on microscope, room for
their prior-understanding of its parts, functions and labelling, table to enlist the
- describe a
working. This activity requires them to enlist the parts of parts and describe their
range of
a microscope and describe their corresponding functions function and a blank a step-
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
technologies and importance. They will then relate the working of a by-step graphic organiser.
that are used microscope with its parts and present it in a step-by-step
to determine graphic organiser.
a cell’s
structure and b) Teacher-led demonstration: on the effective use of a 3.1b. Microscope,
function microscope, points to remember while operating one and PowerPoint to zoom onto the
BIO11/12-6: Students use its maintenance. parts, video on operating a
modelling (including microscope
mathematical examples) to https://bit.ly/2DXBbN5
explain phenomena, make Outside Classroom: (students to do in their own time)
predictions and solve problems c) Self-study: on field of view, resolution and magnification. 3.1c. PowerPoint slides
using evidence from primary
and secondary sources d) Problem solving: Students will work on the provided
worksheet 3.1d. Worksheet divided into
(ACSBL006, ACSBL010)
- To solve problems on calculations of magnification. two parts – Part 1 With
- To answer critical inquiry-questions which check their problems on total
understanding of presence of specific parts of a magnification and Part B
BIO11/12-3: Students microscope and how their absence effects it’s working. focussing on critical inquiry-
select and extract information based questions on
from a wide range of reliable microscopy.
secondary sources and
acknowledge them using an 3.2 Research investigation on different microscopes
accepted referencing style (in groups of 4): ‘Poster presentation’ 3.2 Adjustment: Provide 3.2 Scaffold describing the
BIO11/12-7: Students select and Students will assess secondary sources to enlist and describe a list of types of task, checklist of what needs
use suitable forms of digital, different microscopes – their features, functions, working, microscopes – light, to be done, referencing style
visual, written and/or oral forms current applications and limitations (if any). They will work in electron, fluorescence, (with examples) assessment
of communication groups of four to research and formulate a list of different confocal etc. for criteria. Room for specifying
microscopes. Each group member will then collect information students to research on. names and roles of each
on different aspects of selected microscopes. The groups will group member. Supporting
collate their information through google docs in a tabulated Extension: Design your inquiry questions for doing
format, reference the sources for submission to the teacher and own microscope: the research, few simple
present their findings as a poster for assessment. Students will follow the research articles and
instructions on websites. Instructions with
https://bit.ly/2pHHlg5 to required layout of the poster
design their own and its size.
microscope using their
smartphone and
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
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provided materials. This
activity allows them to
apply their knowledge
on working of a
microscope.
3.3 Importance of staining and different stains:
Teacher-led demonstration
Teacher demonstrates the importance of stains in microscopy 3.3 Extension: Students 3.3 Demonstration of
and displays the microscopic view of different pre-prepared will use the virtual lab to staining; PowerPoint slides;
slides for students to compare the view in presence and simulate staining of cell Pre-prepared slides with and
absence of stain. Students will record their observations and samples. without stained cells.
make notes. Virtual lab for simulation of
staining
https://stemsims.com/simulat
ions/gram-staining#methods
3.4 Other digital technologies for analysis of microscopic
observations:
- Class excursion to Australian Centre for Microscopy & 3.4 Approval for visit to
Microanalysis (ACMM): ACMM, necessary
Students will learn about optical and digital imaging documentation covering
techniques and equipment currently used by scientists at student safety, team of
ACMM. Students will be given a tour of ACMM to teachers and commutation
visualise facilities including, light and laser microscopy, vehicle.
transmission electron microscopy, scanning electron
microscopy and image visualisation and data analysis.
Students will take notes and pictures to prepare a brief
tour report on their experience at ACMM.
Students: 4. How small is small and how big is small: conversions and
investigate a scale
variety of
prokaryotic and 4.1 Units used for measurements: Explicit teaching 4.1 PowerPoint slides on
eukaryotic cell Students will look at different units used for measurements and Units and conversions;
structures, estimation of length (m, cm, mm, µm, nm). Different scales metric ruler, mini grid,
including but can be shown to students in the form of a metric ruler, mini hemocytometer; worksheet
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
not limited to: grid and a hemocytometer. They will be taught about the on conversions and questions
- drawing conversions between the units and appropriateness of different to apply the units in
scaled units in measuring different things. This activity will allow measurements.
diagrams of a them to get familiar with smaller units and their applications
variety of cells through examples.
(ACSBL035)
4.2 Correlation between cell size and scale: 4.2 Smart devices; Weblink
Interactive activity for interactive activity
Students will explore different cells with respect to their sizes. http://learn.genetics.utah.edu/
This activity allows them to visualise how small are the cells as content/cells/
compared to objects and how big they are as compared to
molecules and atoms. The interactive task enables students to
correlate the size with scale.
BIO11/12-4: select qualitative a. Concept simulation (paired task): Students will use the 4.3a. Drawings of different
and quantitative data and grid method to scale provided drawing of a cartoon. They cartoons on A4 paper,
information and represent them will use the provided data to determine the scale bar using pencils, rulers, erasers, blank
using a range of formats, digital the formula “scale = actual length of the provided A3 papers.
technologies and appropriate drawing/ length of the enlarged drawing”. They will first
media (ACSBL004, ACSBL007, draw a grid over the provided drawing and then replicate
the drawing into an enlarged grid by drawing exactly
ACSBL064, ACSBL101)
what they see in smaller grid to its corresponding cells in
the larger grid. This simulation allows them to calculate
the magnification ratio for accurate representation of the
drawing.
BIO11/12-4: Students apply
quantitative processes where b. Application of simulation (Individual task): Students will 4.3b Adjustment: 4.3b. Tabulated worksheet
appropriate study the electron micrographs of a range of cells to draw Students will observe a with a range of micrographs,
scaled diagrams of the individual cells. They will use the range of prepared slides room for calculation of scale
provided data to determine the scale bar using the formula under a light microscope bar and room for drawing
“scale = actual length of cell/ diameter or length of the to draw scaled diagrams scaled diagrams of specific
drawing”. Students will draw and label the scaled of specific cell types. cell types.
diagram and mention the scale bar at the base.
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K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
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Students: 5. Identifying the cell organelles & arrangements in
investigate a bacterial, plant and animal cells
variety of
prokaryotic and 5.1 Connect with prior-learning: Jigsaw puzzles 5.1 Adjustment: Hard 5.1 Computers/ smart
eukaryotic cell Students will solve the jigsaw puzzles on animal, plant and copies of the jigsaw devices; Jigsaw puzzle links:
structures, bacterial cells to visualise their cellular structures. In groups of pieces can be printed animal cell
including but three, students will use the provided weblinks and spend 10 and pasted on https://bit.ly/2E3taXe
not limited to: minutes on each set and present their results to the teacher. cardboards for students plant cell
This activity gives them an indication of how these cells look to solve the physical https://bit.ly/2GdLp27
- comparing
different in appearance. puzzle instead of using bacterial cell
and
weblinks. https://bit.ly/2Gaw0zk
contrasting
different cell
organelles and BIO11/12-3: Students employ 5.2 Identify cell organelles: Practical investigation 5.2 Extension: Students 5.2 Pre-prepared cell
arrangements and evaluate safe work practices Students will prepare temporary wet mounts from provided will draw scaled suspensions of leaf epidermal
and manage risks (ACSBL031) cell suspensions of leaf epidermal cells, yeast cells and E. coli diagrams of their cells, yeast cells and E. coli
cells to identify different cell organelles and their structure. In observations. cells, glass slides, droppers,
BIO11/12-4: select qualitative groups of three, students will follow the given procedure to Students will search the distilled water, cover slips,
and quantitative data and prepare the slides and observe them under a light microscope. internet for electron safety gloves, safety glasses
information and represent them Using the given scaffold, they will complete the investigation micrographs for these lab coats, light microscopes
using a range of formats, digital report to diagrammatically record and label their observations cells and compare the and forceps.
technologies and appropriate and answer the questions on how these three cell types differ differences among two Scaffolded investigation
media (ACSBL004, ACSBL007, from each other. microscopic report providing a template
ACSBL064, ACSBL101) observations. to fill in the title,
aim/purpose, hypothesis, risk
assessment, materials used,
methodology, diagrams and
supporting questions to guide
student thinking.
BIO11/12-4: select qualitative 6.1 Compare & Contrast different cell types: 6.1 Adjustment: Explicit 6.1 Instruction sheet for the
and quantitative data and teaching of the scaffolding the task
information and represent them Research investigation differences in cell requirements, expectations
using a range of formats, digital Students will collect the information from secondary sources to organelles and their and success criteria. Marking
technologies and appropriate compare the cell organelles & arrangements in different cells. respective functions in criteria for peer assessment.
media (ACSBL004, ACSBL007, In groups of three, they will undertake a research investigation different cell types. Examples of weblinks for
ACSBL064, ACSBL101) on types of cell organelles in bacterial, plant and animal cells. Teacher to assign the gathering research data.
BIO11/12-5: Students derive They will be required to describe the similarities and difference roles in groups. Tabulated job role document
trends, patterns and relationships in organelles and relate these with the functional requirements with names, roles and work
in data and information. of different cell types. carried out by respective
BIO11/12-7: Students select and They will complete the provided job role document before and group members.
use suitable forms of digital, after the completion of the task and submit it to the teacher. List of edible items to be
visual, written and/or oral forms Each group will present their research in the form of edible excluded to ensure student
of communication models of cells along with an interactive poster for peer safety.
assessment and teacher feedback. Exemplar of an interactive
poster.
c. Interactive activity: In pairs, students will undertake the 8.1c. Interactive resource
interactive resource to reinforce their learning on fluid with information on structure
mosaic model in a step-by step approach. of cell membrane
https://bit.ly/1r068bb
BIO11/12-3: Students employ 9.1 Model praparation: Students will construct the cross- 9.1 Adjustment: 9.1 Instruction sheet
and evaluate safe work practices section of the cell membrane based on fluid mosaic model and Scaffolded instruction describing task requirements,
and manage risks (ACSBL031) explain its function. In this two-part activity conducted in sheet specifying step by checklist of things that must
groups of 4-5 (depending on the class size), students will step approach to be demonstrated with the
BIO11/12-5: Students derive follow the provided instruction sheet to understand the task construct the model, model.
trends, patterns and relationships requirements. For part A, the groups will collect the including a checklist to Expectations and success
in data and information. information and images for the components of cell membrane assist with components criteria
BIO11/12-7: Students select and required to construct the model (in their own time). They will that need to be included Worksheet with questions to
use suitable forms of digital, use the provided materials in class to construct the model and in the membrane. demonstrate understanding
visual, written and/or oral forms label it. The group members will then demonstrate the model and room for student
of communication to the teacher for formative assessment. For Part B, each responses.
student will undertake a set of questions to outline the structure
and function of their model and specifying the limitations of
their constructed model.
Inquiry How do cells coordinate activities within their internal environment and the external environment?
question:
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
quantitative data and their observations in control and experimental set ups. They assessment, materials used,
information and represent them will tabulate the correlation between components of this model outline of the methodology,
using a range of formats, digital and diffusion across the cell membrane. Each student will write diagrammatic representation
technologies and appropriate an extended response on how this model simulates the of the investigation set-up,
media (ACSBL004, ACSBL007, diffusion across the cell membrane using scientific language tables for recording
ACSBL064, ACSBL101) (selectively permeable, concentration gradient, control, test) observations and correlation
BIO11/12-5: Students for peer assessment and room for extended
derive trends, patterns and response.
relationships in data and
information
BIO11/12-7: Students
select and use suitable forms of
digital, visual, written and/or
oral forms of communication
11.3 Osmosis:
a. Concept simulation: Students will simulate the process of 11.3a. Raisins/sultanas,
osmosis using raisins/sultanas and water in a petri-dish. In water, petri-dishes.
pairs they will observe the movement of water and Instruction sheet for the task.
discuss in pairs to explain the movement from low to high
solute concentration (or high to low water concentration).
Teacher will use questions to guide student thinking.
not limited to: the water current, electric pump to pump water against the https://bit.ly/2GCbt67
- examining the gradient etc. This analogy demonstrates the transport of
roles of active water/particles in a cell against the concentration gradient
transport, by using energy. Teacher will use videos to describe the
endocytosis process and relate to working of heart in humans.
and exocytosis BIO11/12-7: Students
(ACSBL046) select and use suitable forms of b. Diagrammatic representation: Individual students will 12.1b Adjustment: 12.1b. Worksheet with
digital, visual, written and/or diagrammatically represent the comparison between Students will be instructions and purpose of
oral forms of communication passive (simple diffusion, facilitated diffusion, osmosis) provided with a diagram the task, labelling criteria and
and active transport across the cell membrane. They will of cell membrane and its checklist for the labels that
scientifically label the diagram and in brief write a components, they will must be included - parts of
comparison passive and active transport. have to label the cell membrane (phospholipid
diagram to demonstrate bilayer, channel proteins,
their understanding on carrier proteins, cytoplasm),
cell transport. extracellular space and
direction of concentration
gradient.
12.2 Endocytosis and Exocytosis:
a. Inquiry activity: Students will simulate the transport of 12.2a. Formation of student
large molecules across cell membrane. This activity groups
requires the class to be divided into 4 groups - 2 large and
2 small. Each large group will form a circle by holding
hands to represent the structure of a cell membrane. Each
small group represents the large molecules that cannot
diffuse across the membrane. The task is to allow the
small groups to enter the large groups without opening the
groups. The students will think of options to perform the
task. The teacher can guide student inquiry by explaining
the concept of invagination and evagination.
12.2b. Adjustment: 12.2b. PowerPoint and
b. Teacher-led lesson: Teacher describes the process of Students will self-study animation on endocytosis and
endocytosis (phagocytosis and pinocytosis) and endocytosis and exocytosis in
exocytosis using examples of transport across Golgi exocytosis through https://bit.ly/1FIX24R
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Inquiry How do cells coordinate activities within their internal environment and the external environment?
question:
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Students:
investigate cell 14. Cell requirements
requirements,
including but 14.1 Reinforce prior learning:
not limited to:
a. Mind map: Students to recall their stage 5 learning of 14.1a. Mind map template on
- suitable forms google docs
LW1b and work in pairs and prepare a mind map on the
of energy,
nutrient and energy requirements of the cell and their
including light
corresponding uses in the cell’s functioning. Students will
energy and
upload their mind maps on google docs to form a
chemical
collective mind map for the class and teacher feedback.
energy in
complex
b. Flipped classroom:
molecules 14.1b. PowerPoint slides,
- Outside the classroom: Students will undertake self-
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Inquiry How do cells coordinate activities within their internal environment and the external environment?
question:
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
(ACSBL044) study on organic (carbohydrates, proteins, nucleic acids- videos and textbooks.
- matter, DNA, RNA) and inorganic (water, mineral salts, gases - Checklist of topics for
including CO2 and O2) sources of energy required for the cell students to cover.
gases, simple functioning. They will be required to prepare their own Quizlet to assess student
nutrients and notes from the provided PowerPoint slides, Videos and understanding on organic and
ions textbook chapters. inorganic substances, their
- In class: Students will undertake a Quizlet to self-assess types and uses in cellular
- removal of
their learning and reflect on their understanding. activities.
wastes
(ACSBL044)
14.2 Summarise the cellular requirements:
BIO11/12-3: Students select and Poster presentation: In pairs, students will prepare an 14.2 Adjustment: 14.2 Instruction sheet
extract information from a wide engaging poster to summarise their understanding on cell’s Students will be highlighting the purpose of
range of reliable secondary energy requirements. This activity requires the students to provided with an the activity, checklist of
sources and acknowledge them assess secondary sources to collect data and present the exemplar of a poster points to cover, success
using an accepted referencing information that reflects their understanding. Students will be presentation. criteria and poster
style provided with an instruction sheet for the task. They will dimensions. Criteria for peer
BIO11/12-7: Students prepare the poster on PowerPoint slide and later print it on A2 assessment – points to be
select and use suitable forms of paper. They will have to demonstrate their understanding by given for visual appeal,
digital, visual, written and/or explaining their poster for peer assessment. included information,
evidence of research and
oral forms of communication
evidence of team work.
; construct evidence-based
arguments and engage in peer
feedback to evaluate an
argument or conclusion
(ACSBL034, ACSBL036)
photosynthesis, a. Class discussion: Students will recall their learning on 15.1a. Extension: 15.1a. PowerPoint slides and
cell respiration photosynthesis to discuss the process of energy Teacher-led lesson on video on biochemical process
and the removal production in plants. They will write the word equation of light and dark reactions of photosynthesis
of cellular photosynthesis highlighting the reactants and the products in photosynthesis.
products and BIO11/12-3: Students of the reaction.
wastes in select and extract information
eukaryotic cells from a wide range of reliable b. Hands-on investigation: This task requires students to 15.1b. Extension: 15.1b. Task instruction sheet
(ACSBL049, secondary sources and work in groups of 3-4 to plan and conduct an experiment Guided investigation on scaffolded into two parts with
ACSBL050, acknowledge them using an and confirm photosynthesis. The task will be divided into confirming light clear headings and
ACSBL052, accepted referencing style ; two parts and allow students to reflect on their skills of reaction by using DCPIP requirements for successful
ACSBL053) employ and evaluate safe work designing a confirmatory experiment. (2,6-dichlorophenol- completion of each part.
practices and manage risks indophenol). Students Materials to be used. Access
- Research investigation: In Part A (research task), will be provided with to smart devices/computers
(ACSBL031)
BIO11/12-4: Students students will research the experiments they can step-by step instructions for research task
conduct to confirm photosynthesis (like tests to and methodology to
select qualitative and
quantitative data and confirm the consumption of CO2, production of undertake the task in Test for confirming
glucose/starch, use of sunlight in plants). They will groups of four. production of glucose can be
information and represent them
using a range of formats, digital formulate a hypothesis and get their design adapted from
approved by the teacher to work on part B. Adjustment: Provision https://bit.ly/2GgkGle; Test
technologies and appropriate
media (ACSBL004, ACSBL007, of investigation report to confirm consumption of
- Practical investigation: Students will gather the scaffolded with clear CO2 adapted from
ACSBL064, ACSBL101) material to set up the experiment, write a risk headings and tables for https://bit.ly/2GlTYDS; Test
BIO11/12-7: Students assessment, conduct the experiment, collect and students to record their for confirming light reaction
select and use suitable forms of represent data, analyse their results and evaluate responses and can be adapted from
digital, visual, written and/or their results to write an evidence-based conclusion. observations. https://bit.ly/Y0IM8w
oral forms of communication They will have to prepare the investigation report
; construct evidence-based for their science logbooks for teacher feedback.
arguments and engage in peer
feedback to evaluate an
argument or conclusion
(ACSBL034, ACSBL036)
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Inquiry How do cells coordinate activities within their internal environment and the external environment?
question:
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
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Inquiry How do cells coordinate activities within their internal environment and the external environment?
question:
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
17.3 Teacher-led discussion: Teacher will discuss the results 17.3. PowerPoint slides and
and observations for activity 17.1 and 17.2 as a class and group results and arguments
explain the effects of pH, temperature and substrate from previous experiment.
concentration. Teacher will use activation energy graphs to
demonstrate the impact of these factors on an enzymatic
chemical reaction. This activity allows students to evaluate
their research and practical data and re-construct their
arguments on effects of the environment on enzyme activity.
18. How do cells coordinate activities within their internal 18. Adjustment: 18. Response sheets on
environment and the external environment? Scaffold for key points google docs with key point to
Extended response: to be covered. keep in mind for successful
Students will reflect on their learning to write an extended completion of the task.
response to the inquiry question. They will upload their
responses on google docs for teacher feedback.
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Inquiry How do cells coordinate activities within their internal environment and the external environment?
question:
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
SCIENTIFIC Aim, Hypothesis, Observations, Inference, Prokaryotic, Eukaryotic, Organelles, Magnification, Resolution, Light microscopy, Electron microscopy,
VOCABULARY TEM, SEM, Fluorescence microscopy, Nucleus, Nucleolus, Cell membrane, Mitochondria, Golgi bodies, Endoplasmic reticulum, Lysosomes,
(Teacher will Vacuoles, Chloroplast, Ribosomes, Cell wall, Flagella, Cilia, Microvilli, Micrometer, Nanometers, Picometer, Phospholipid, Intracellular, Extracellular,
emphasise the use in Hydrophilic, Hydrophobic, Aquaporins, Channel proteins, Active transport, Passive Transport, Diffusion, Facilitated diffusion, Concentration gradient,
relevant lessons) Osmotic pressure, Isotonic, Hypotonic, Hypertonic, Endocytosis, Exocytosis, Substrate concentration, Light reaction, Dark reaction, Aerobic cellular
respiration, Anaerobic cellular respiration, Enzymes, Activation energy
Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
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ANNEXURE - 1
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ANNEXURE - 2
INSTRUCTION SHEET
Inquiry question: How do cells coordinate activities within their internal environment and the external
environment?
Outcomes addressed:
BIO11/12-3: Students employ and evaluate safe work practices and manage risks (ACSBL031)
BIO11/12-4: Students select qualitative and quantitative data and information and represent them using a range
of formats, digital technologies and appropriate media (ACSBL004, ACSBL007, ACSBL064, ACSBL101)
BIO11/12-7: Students select and use suitable forms of digital, visual, written and/or oral forms of
communication
……………………………………………………………………………………………………
Task: In groups of four, students will conduct an investigation to observe the enzymatic
action of enzymes from pineapple (bromelain) and paw paw (papain) on setting of gelatin.
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Background:
Enzymes are protein molecules that control the metabolic reactions in living cells. Proteases are enzymes that
have different functions in plants and animals. In animals, they digest the protein-rich food into its smaller
breakdown products, which can be absorbed with ease by the body. In plants, proteases function as anti-
microbial agents. Bromelain is a protease produced by pineapple and Papain is a protease produced by paw
paw. In this experiment two proteases, bromelain and papain will be used to model the action of enzymes in
cells.
----------------------------------------------------------------------------------------------------------------
Safety guidelines:
Students will use the RiskAssess https://www.riskassess.com.au/ to determine risks involved and safety
guidelines linked with the investigation.
Procedure:
Part A: Enzymatic action of bromelain on gelatin solution
This method will require you to prepare gelatin solution by adding gelatin powder in distilled water and gently
heating it. Upon cooling, the solution will be equally divided into beakers. Pineapple chunks will be added to
the beakers and the beakers will be placed in iced water for 10 minutes. The results will then be recorded and
analysed for subjective rate of reaction.
Name: Date:
INVESTIGATION REPORT
Modelling the action of enzymes
Aim: To investigate
Hypothesis:
If proteases, bromelain (from fresh pineapple) and papain (from papaya) are added to gelatin, they will
Materials:
Chemicals & Equipment for part A Chemicals & Equipment for part B
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Risk assessment: RiskAssess https://www.riskassess.com.au/
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Experimental set-up:
(draw labelled scientific diagram of the experimental set-up for both the reactions, showing test, control and
the replicates)
Test Control
Test Control
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Observations & Results:
Key:
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Analysis: (describe what is happening in the reactions as per the obtained results)
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ANNEXURE – 3
PowerPoint
Transport across the cell membrane
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DISCUSSION
The biological world as we know it, stands on the core foundations of cellular architecture. In-depth
knowledge of the diverse yet unique structures and physiological functions of cells is essential for
understanding the cellular interactions occurring within and around us (Veselinovskaa, Gudevab, & Djokic,
2011). Pedagogical strategies employed to impart this knowledge have a direct correlation with the
development of critical understanding in students (Tulbure, 2012). Constructivist pedagogical approaches like,
Inquiry-based learning (IBL), promote active learning by allowing learners to develop a deeper understanding
and construct a meaningful knowledge base (Unver & Arabacıoğlu, 2014). Taking into account the syllabus
rationale, this unit of work on ‘Cells as the basis of life’ has been designed around the principle of inquiry with
a backward design model (BD). With a consistent focus on development of an appreciation of biological
concepts, the unit provides a range of opportunities for students to acquire and polish their scientific working
behaviourist approach, solely based on teacher lecturing, inhibits the formation of meaningful connections
(Cimer, 2012). The use of BD to plan the unit around strategies that combine explicit teaching with IBL, allows
the establishment of these connections by enabling students to integrate the new concepts with their existing
knowledge base (Dikmenli, 2010; Wiggins & McTighe, 2011). Incorporation of IBL is demonstrated in the unit
by including activities that focus on 5E’s of the model to build strong conceptual understanding and scientific
working skills (Bybee, 1997). Activities like, think, pair & share (2.1, 7.1), brainstorming (13.1), concept/ mind
mapping (17.1, 14.1), jig-saw puzzles (5.1), Venn diagrams (2.2), concept simulations (4.3, 8.1), hands-on
inquiry (12.2) and demonstrations (3.1), allow students to build connections and effectively engage with the
subject matter (Louisa, Cliff & Karen, 2014). Research and practical investigations (2.3, 5.2, 7.2, 11.2 etc.),
virtual lab based and other interactive activities (4.2, 8.1) which follow the initial student engagement
throughout the unit plan, enable students to explore the subject and explain their observations (Unver &
Arabacıoğlu, 2014). By identifying and building upon learner’s preconceptions, such activities, make the need
In addition to connecting the students with their learning, IBL allows elaboration and evaluation of
learning (Abdi, 2014). This is justified in the unit through the incorporation of discussions (2.4), poster
presentations (3.2), investigation report preparations (5.2, 7.2 etc.), video dairies (15.2), stop-motion animations
(12.2), diagrammatic representations (5.2), quizzes (1.3, 5.3, 10.1 etc.) and extended response activities (10.2,
11.2, 18). These activities enable the students to communicate their understanding and assess their own learning
(Dragos & Mih, 2015). By providing opportunities to experience autonomy in their learning, IBL promotes
students’ intrinsic motivation (Niemiec & Ryan, 2009). This is reflected in activities 17.1 and 17.2 (guided-
inquiry), where students create a concept map around factors affecting enzyme activity, choose the factors
based on their research, and design and conduct an investigation to evaluate their hypothesis (Banchi & Bell,
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2008). By encouraging students to explore possibilities to construct evidence-based knowledge, this unit of
work enables acquisition of scientific skills and deeper understanding (Bybee, 1997).
Deeper understanding is said to be demonstrated through an ability to think independently and critically
(Hattie & Donoghue, 2016). Flipped learning model, provides opportunities to students to spend quality time on
developing their critical thinking skills and drive their own learning to grow into independent learners
(Paristiowatia, Fitriani & Aldi, 2017). This unit plan demonstrates the incorporation of flipped learning as, it
encourages students to indulge in self-study and thus, provides them opportunities to participate in collaborative
investigative tasks in class for acquiring the scientific working skills (AlJaser, 2017). For instance, in section
5.3, students are provided with several resources [PowerPoint presentations, video links, teacher-led lecture
video, notes and quizlet] to study the cell organelles and their functions in their own time. This is followed by
section 6.1 in which they apply their understanding to carry out a research-based investigation and build edible
models/ interactive posters of cells for peer assessment and evaluation of their learning (AlJaser, 2017). A
similar approach is followed in section 3.1, which allows students to reflect on their prior-knowledge on
microscopes, watch a demonstration in class and then, educate themselves on technicalities around field of
view, resolution and magnification through provided resources (Paristiowatia et al, 2017). In accordance with
the social-cognitive and self-determination theories of learning, such strategies motivate senior students to
focus on high-order cognitive skills of application and analysis by processing the needs of self-efficacy and
Besides self-efficacy, motivation for learning is also strengthened by peer support and social
belongingness (Deemer, Marks & Miller, 2015). Collaborative learning provides a platform for students to
develop critical thinking and scientific investigative skills by promoting social interactions and individual
ownership (Laal & Ghodsi, 2012). Minds-on activities (in pairs/groups/ as a class) such as discussions,
brainstorming, creating mind maps/concept maps, formulating hypothesis and designing investigations, that
provide opportunities for collaboration are evident in the unit plan (Rutherford, 2014). In accordance with
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Vygotsky’s theory of social learning, such activities enhance learning within the zone of proximal development
(Hartland, 2003). Collaborative research and practical investigations incorporated throughout the unit provide
opportunities to acquire deeper understanding by working scientifically (Laal & Ghodsi, 2012). Such strategies
not only allow the construction of cohesive knowledge base through active learning but also foster an
To conclude, pedagogical strategies that allow in-depth understanding of the biological interactions are
imperative for acquisition of scientific investigative skills. These skills are not only significant for finding better
solutions for human health but, are also essential to address issues of global sustainability (Sahlberg & Oldroyd,
2010). Amalgamation of IBL with strategies to promote self-directed learning in a collaborative classroom
setting encourages the development of critically thinking, problem solvers and future focussed learners
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