Unit name: Cells as the basis of life

Overview of the unit:

In this unit, we mainly focus on the cells’ structure and functions. In more detail, this unit contains 8 tasks for students to complete. At the
end of this unit students are supposed to understand the types of cells, their functions and how they work together to survive in this
current environment. Besides that, students are supposed to solve basic biological problems by designing a scientific experiment with
appropriate and clear metalanguage.

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| Stage 6 | BIOLOGY
Module: Module 1: Cells as the Basis of Life Duration: 5 weeks

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.

Working Scientifically Focus

In this module, students focus on conducting investigations to collect, process and analyse data and identify trends, patterns and relationships related to
cell structure and function. Students should be provided with opportunities to engage with all Working Scientifically skills throughout the course.

Skills Outcomes Knowledge and Understanding Outcomes

 Conducts investigations to collect valid and reliable primary and  describes single cells as the basis for all life by analysing and explaining
secondary data and information BIO11/12-3 cells’ ultrastructure and biochemical processes BIO11-8
 Selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media BIO11/12-4

Topics Key inquiry questions

 Cell Structure  What distinguishes one cell from another?

 Cell Function  How do cells coordinate activities within their internal environment and
the external environment?

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 Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning

Literacy Focus Numeracy Focus ICT Focus

 Read instructions  Scientifically record experimental data  Use a range of media, such as personal
 Use scientific metalanguage to design an  Scientifically analyse primary and secondary electronic devices and social media
experiment experimental data
 Use scientific metalanguage to explain a  Conduct basic biological calculations
biological process
 Use appropriate metalanguage and
language to conduct a presentation
 Use appropriate language to conduct a
group or class discussion

Inquiry question: What distinguishes one cell from another?

K& U Content WS Outcome Teaching and learning strategies Extension or Resources

Descriptor Descriptor Adjustment

Students: Task 1 Cells investigation The questions in 10 microscope slides

● Investigate different ● Conducts investigations Group activities worksheet need to meet Worksheet
cellular structures, to collect valid and reliable Divide class into groups, where each group the specific student’s
including but not limited primary and secondary contains 4 or 5 students. Prepare 10 microscope learning needs.
data and information slides, that each slide contains one cell from
to:
BIO11/12-3 either prokaryotic or eukaryotic organisms, for Both basic and
– examining a variety of
students to investigate. Each group can only take challenging questions is
prokaryotic and one microscope slide at one time. Students need
● Selects and processes included in the worksheet
eukaryotic cells to work cooperatively to investigate the with different marks.
appropriate qualitative and
microscope slides and answer the questions on Giving hints for students
● Investigate a variety of quantitative data and
worksheet provided on an electronic device. with less biological
information using a range
prokaryotic and
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 K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
eukaryotic cell of appropriate media When a group got the answer correctly, they can background information.
structures, including but BIO11/12-4 move to the second microscope slide. Each
not limited to: question has its own marks and give students As all questions provided
– drawing scaled sufficient time. The group get the highest mark on an electronic device, it
wins the game. In the worksheet, students will is easily to zoom in or
diagrams of a variety of
be asked to draw a scientific scaled diagram of voice on the questions,
cells cells which is helpful to
students with disabilities.

Students: Task 2 Brainstorm Provide extra diagrams 6 diagrams of cells, including

● Investigate different ● Conducts investigations Group activities with thin-pair-share strategy for gifted and talent bacteria, archaea, protists, fungi,
cellular structures, to collect valid and reliable Prepare 6 diagrams of cells, including bacteria, students. If possible, ask plants and animals.
including but not limited primary and secondary archaea, protists, fungi, plants and animals. Form gifted and talent student
to: data and information group of 6 students, each student assigns one to lead the second task
– describe a range of BIO11/12-3 diagram. Each student needs to come up with rather teacher-lead.
technologies that are one technology to investigate the cell and list the
used to determine a notable functional and structural characters for Provide extra hints for
cell’s structure and this cell. Students have a brainstorm within their students with lower
function groups and come up with a final answer to each abilities or less academic
cell diagram. Reassign group depend on the cell knowledge. If
● Investigate a variety of original diagram. For example, the student possible, get the diagram
prokaryotic and originally assigns to investigate bacteria forming a before this task and ask
eukaryotic cell new group. A group discussion focuses on their students to prepare
structures, including but own topic within the new group and write their beforehand.
not limited to: finding on board with a short group presentation
– comparing and to class. Students can choose the
contrasting different cell way they want to present,
organelles and Teacher-lead activities such as drawing,
arrangements Provide feedback to students and conduct a table recording and doing a
for comparing and contrasting cell organelles and presentation.
arrangements for prokaryotic and eukaryotic
cells.

Task 3 Modelling practical Give students hints and

Students: Rubber
Group activities checklist for making a
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 K& U Content
Descriptor
● Investigate a variety of
prokaryotic and
eukaryotic cell structures,
including but not limited
to:
– modelling the
structure and function
of the fluid mosaic
model of the cell
membrane
Inquiry question:
K& U Content
Descriptor
Students:
● Investigate the way in
which materials can
move into and out of
cells, including but not
limited to:
– conducting a practical
investigation modelling
diffusion and osmosis
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WS Outcome
Descriptor
● Conducts investigations
to collect valid and reliable
primary and secondary
data and information
BIO11/12-3
How do cells coordinate activities within their internal environment and the external environment?
WS Outcome
Descriptor
● Conducts investigations
to collect valid and reliable
primary and secondary
data and information
BIO11/12-3
● Selects and processes
appropriate qualitative and
quantitative data and
information using a range
of appropriate media
BIO11/12-4
Teaching and learning strategies Extension or Resources
Adjustment
Use modeling strategies to present a visualised piece of cell membrane.
cell membrane. Prepare rubber and ask students
to make a piece of cell membrane in group of 4. Provide multiple ways for
At the end, they will need to present their own students to present their
cell membrane to the class and introduce the cell membrane.
basic structure and function of cell membrane.
Class discussion
Watch movie and summarise the task
Teaching and learning strategies Extension or Resources
Adjustment
Task 4 Diffusion and osmosis practical For gifted and talent
Group activities students,
Assign groups of 4 to investigate this concept.
Conduct a series of experiments to investigate
diffusion and osmosis. Give students the
experimental instructions on these tow process.
Provide a worksheet on each topic for students as
a checklist.
 K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
● Describes single cells as
the basis for all life by
analysing and explaining
cells’ ultrastructure and
biochemical processes
BIO11-8

Task 5 Role modelling Assign students with

Students: Paper slips
Class activities disabilities, especially
● Investigate the way in ● Conducts investigations Based on the previous knowledge on the basic having movement Worksheet
which materials can to collect valid and reliable structure and function of cell membrane, divide difficulties, into
move into and out of primary and secondary the class into two groups. One group represents membrane group, which
cells, including but not data and information the components of cell membrane and the other has less chance to get
limited to: BIO11/12-3 represents the matters, such as nutrients, gas, around.
– examining the roles of ions and waste. The membrane group will decide
active transport, ● Describes single cells as whether the nutrients can get into the cell or not Give more task to gifted
endocytosis and the basis for all life by and in which way they get in. The students in and talent students, for
exocytosis analysing and explaining matters group has their own goal, get into the cell example, take
– relating the exchange cells’ ultrastructure and or get out of the cell. Each student in matters environmental factors
of materials across biochemical processes group need to choose which matter they want to into consideration.
membranes to the BIO11-8 represent to achieve the final goal.
surface-area-to-volume Give hints to students
ratio, concentration Group activities with lower abilities or less
gradients and Assign students with a new small group, 4 biological background.
characteristics of the students per group, 2 from membrane group and
materials being 2 from matters group. They will discuss with the
exchanged strategies they used in previous activity and
answer the questions in worksheet. Each group
Students: will present their own discovery at the end.
● investigate cell
Class activities
requirements, including
Watch movies to summarise the task.
but not limited to:
– matter, including
gases, simple nutrients

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 K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
and ions
– removal of wastes

Task 6 Energy debates

Students:
Class activities
● investigate cell ● Conducts investigations Divide the class into two groups, one represents
requirements, including to collect valid and reliable the energy, including light energy and chemical
but not limited to: primary and secondary energy, the other represents the organisms.
– suitable forms of data and information
energy, including light BIO11/12-3
energy and chemical
energy in complex ● Selects and processes
molecules appropriate qualitative and
quantitative data and
information using a range
of appropriate media
BIO11/12-4

● Describes single cells as

the basis for all life by
analysing and explaining
cells’ ultrastructure and
biochemical processes
BIO11-8

Experimental equipment
Task 7 Metabolism practical Give hints to students if
Students: Worksheet
Group activities they have difficulties in
● investigate the ● Conducts investigations Assign group with 4 and ask students to design a design and plan an
biochemical processes to collect valid and reliable series of experiments to investigate experiment. Prepare a
of photosynthesis, cell primary and secondary
 The gas consumed in cellular respiration standard experiment
respiration and the data and information instruction for each
 The gas produced in cellular respiration
removal of cellular BIO11/12-3 section for students to
 The glucose in cellular respiration
products and wastes in follow.
 The light in photosynthesis
eukaryotic cells ● Selects and processes
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 K& U Content WS Outcome
Descriptor Descriptor
appropriate qualitative and
quantitative data and
information using a range
of appropriate media
BIO11/12-4
● Describes single cells as
the basis for all life by
analysing and explaining
cells’ ultrastructure and
biochemical processes
BIO11-8
Teaching and learning strategies Extension or Resources
Adjustment
 The gas consumed in photosynthesis
 The gas produced in photosynthesis For gifted and talent
After the series of experiment, each group need students, ask them to
to present their discovery, including the come up with more ideas
experiment process, experimental data analysis on cellular respiration
and final discussion. and photosynthesis
process, such as
environmental factors.

Task 8 Enzyme practical

Students:
● conduct a practical ● Conducts investigations
investigation to model to collect valid and reliable
the action of enzymes in primary and secondary
cells data and information
BIO11/12-3
● investigate the effects
of the environment on ● Selects and processes
enzyme activity through appropriate qualitative and
the collection of quantitative data and
primary or secondary information using a range
data of appropriate media
BIO11/12-4

● Describes single cells as

the basis for all life by
analysing and explaining
cells’ ultrastructure and
biochemical processes
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K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
BIO11-8

Evaluation (Questions you would ask yourself / students in order to assess your unit of work)