Module 1: Cells as the basis of life | Stage 6 | BIOLOGY

Summary Context Duration

Module 1 implemented as the introductory module in 6 weeks
the year 11 Biology course

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
BIO11/12-5 analyses and evaluates primary and secondary data and information Describes single cells as the basis
for all life by analysing and
BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose explaining cells’ ultrastructure
and biochemical processes
Develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1 BIO11-8

communicates scientific understanding using suitable language and terminology for a specific audience or purpose BIO11/12-7

conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-3

Employ and evaluate safe work practices and manage risks (ACSBL031)

Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11/12-4

Solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO11/12-6

Key inquiry questions

What distinguishes one cell from another?
How do cells coordinate activities within their internal environment and the external environment?

Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning

Assessment for learning must: Encourages student responsibility of learning Used to plan future learning goals and
pathways for students
reflect a view of which assessment supports Compels students to investigate questions about
students learning abilities more so than merely their learning Provides evidence of achievement to the wider
achieving higher grades. community, including parents, educators, the
Involves teachers and students creating learning
students themselves and outside groups
Involves formal and informal assessment activities goals to encourage growth and development
Provides a transparent interpretation across all
Informs the planning of future learning Ensures students can use formal and informal
audiences.
feedback and self-assessment to understand
Highlights clear learning goals activity
future steps in learning Gathers evidence of student learning
Provides effective and motivating feedback to Encourages peer assessment, self-assessment and Reflect on and processes evidence of learning
foster student improvement reflection. and how it can be bettered.

Encourages self and peer assessment as regular Provides useful feedback to all students.
classroom routines

Fosters inclusivity of all learners.

Literacy Focus Numeracy Focus ICT Focus
Tables graphs diagrams Research tasks, Kahoots, near pod
Vocab list Calculations
Application and use of key terminology Scaling diagrams
Emphasis on correct spelling and use of Inputting quantitative data
terminology during class work and assessment
areas.

Inquiry question: What distinguishes one cell from the other

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

Investigate different Diagnostic assessment on how well the class

cellular structures, remembers the differentiation between prokaryotic
including but not limited Develop and and eukaryotic cells, through use of a student lead
to: evaluate inquiry mind map, Teacher directed questioning activity or
– examining a variety of questions and class Kahoot quiz. Teacher should be addressing any
prokaryotic and hypotheses to misconceptions or confusions.
eukaryotic cells identify a Questions increase in difficulty YouTube video
(ACSBL032, ACSBL048) concept that Video resource identifying the structures of as students’ progress, catering source
– describe a range of can be prokaryotic cells and eukaryotic cells. for the demands of advanced
technologies that are investigated Students complete a prepared worksheet with learners, whilst still addressing
used to determine a cell’s scientifically, diagrams of a variety of different cell types, identifying all the needs of students who
structure and function involving their classification as Prokaryotic or Eukaryotic, as well may not be as advanced.
primary and as labelling the structures of the cells. Or different worksheets for
secondary data Students create a vocabulary list in order to stress differently capable learners ie.
(ACSBL001, literacy capabilities for the specialized terminology. Break down questions into
ACSBL061, fragments or Scaffold ways to Scaffold
ACSBL096) Microscope practical activity. Microscopes are set up answer the questions for less practical activity
around the lab and students are to look at prepared advanced learners. The
 slides of different eukaryotic and prokaryotic cells. questions should be less
A scaffolded prac and complementary worksheet scaffolded and utilise more
examining the differentiation between types of cells is specific terminology for
to be completed. advanced learners.

Students research the functions of prokaryotic and Degree of scaffolding varies for Student
eukaryotic cells. more/less advanced students. research task.
Less advanced students may Worksheet or
Scaffolded research task. Students are researching the receive a list of prepared sites instructions
role of different types of microscopes in allowing the to research from whereas within a
visualization of cell structures higher learners may have more PowerPoint.
Select and use https://www.ncbi.nlm.nih.gov/books/NBK9941/ freedom in researching
suitable forms Including researching the advantages and independently.
of digital, visual, disadvantages of the different technologies to present
written and/or to the class.
oral forms of
communication

Investigate a variety of Teacher directed task outlining how to draw a scaled Resource 1
prokaryotic and diagram. Worksheet on
eukaryotic cell structures, Students complete a worksheet with ‘actual size’ how to draw a
including but not limited Apply images printed on the page. Students must redraw the scaled diagram,
to: quantitative image at a larger size and understand how scaling why it is
– drawing scaled processes works. Students are to complete the equation in order important, how
diagrams of a variety of where to correctly scale their images/ drawings. to calculate the
cells (ACSBL035) appropriate scale.
– comparing and
contrasting different cell
organelles and
arrangements
Students complete a microscope prac, looking at
– modelling the structure eukaryotic and prokaryotic cells. Students must draw a
and function of the fluid scaled diagram of what they see under the
mosaic model of the cell microscope, as well as label different organelles and
membrane (ACSBL045) justify their classification of the cells as prokaryotic or Practical activity
eukaryotic. booklet

https://www.youtube.com/watch?v=jEY9Bie92aM
Students watch a video on the fluid mosaic model of
the cell membrane and discuss as a class; the different
structures of the cell membrane, their roles, and why YouTube video
it is of importance/ how it relates in their life – resource
selective permeability of the cell membrane allows in
proteins for energy, cell growth etc. Less advanced students may
Students create a vocabulary list in order to stress use a reference to create the
literacy capabilities for the specialized terminology. model or have access to what
Use modelling to include.
(including Students participate in a modelling activity. Students Encourage more advanced
mathematical are to construct the plasma membrane out of students not refer to any
examples) to plasticine. Students must include phospholipid reference material. Collaborative
explain structures, intrinsic and extrinsic transport proteins, learning
phenomena, glycoproteins etc. Students do this within groups, modelling
make writing down in their books, the structures, their activity.
predictions and names and their importance/function. Coloured
solve problems plasticine
using evidence needed and
from primary newspaper to
and secondary cover desks.
sources
(ACSBL006,
ACSBL010)

Construct
evidence-based
arguments and
engage in peer

Inquiry question: How do cells coordinate activities within their internal environment and the external environment?
K&U Content Descriptor
Investigate the way in
which materials can
move into and out of
cells, including but not
limited to:
feedback to
evaluate an
argument or
conclusion
(ACSBL034,
ACSBL036)
WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor
Flipped learning approach. Students watch a video YouTube video
https://www.youtube.com/watch?v=Ptmlvtei8hw on source
cell transport at home or before coming to class. The
video opens them up to the content of the lesson and
gives them background on what they will be learning
about.
PowerPoint about Cell membranes is used to engage Questions can be adjusted for PowerPoint
students in how it works, the role of the cell higher/ lower level learners. presentation
membrane and prompt questioning about its role, Complex questions can be
why its they are important (cell growth, management broken down into simpler
of waste, protection) and introducing them to ideas questions for lower learners.
they will explore later on.
Exploring Osmosis and diffusion through a
PowerPoint. PowerPoint
Teacher identifies Osmosis and diffusion and presentation
questions students on how they differ through a class and vide
discussion. Diagrams and videos should be used in the resource
slides to keep students engaged whilst also providing
visual stimulation.
 Students create a vocabulary list for definitions, as
– conducting a practical Employ and well as to emphasis literacy capabilities for the
investigation modelling evaluate safe specialized terminology.
diffusion and osmosis work practices
(ACSBL046) and manage Practical on Osmosis and Diffusion Scaffolded
risks (ACSBL031) Osmosis: Students set up a practical using gummy Practical booklet
bears. Gummy bears are placed in a petri dish or cup
of water and left to sit for a period of time. Students
should imagine the gummy bears as an example of a
cell and identify that the gummy bear is semi
permeable, allowing water into the cell. Students
should identify this process as osmosis and then apply Resource2
this knowledge to eukaryotic cells and prokaryotic Scaffolded
cells, critically thinking about why this is an important Practical booklet
Employ and function.
evaluate safe Diffusion: Iodine, starch and dialysis tubing.
work practices Student lead practical. Students should be given the Give higher level learners more
and manage materials and have an explanation of the aim: to freedom in the practical –
risks (ACSBL031) visualise the process of diffusion. Advanced students choosing the method.
may choose between putting the starch/water Scaffold the method for lower
mixture into the dialysis tubing or the iodine solution learners.
into the tubing, and the other into the beaker. When
the tubing is closed and placed into the beaker,
students should notice the colour change in only the
beaker or only the tubing (depending on their chosen
method). Students should identify that the starch
molecules are too large to pass through the dialysis
stubbing which acts as a semi permeable membrane.
Discussion questions should be answered and
– examining the roles of discussed as a class to affirm the students have
active transport, learned and understand the process of diffusion. PowerPoint
endocytosis and presentation
exocytosis (ACSBL046) PowerPoint describing two types of vesicle transport –
endocytosis and exocytosis. Defining the terminology
and explaining the differences. Diagrams should be
included, and a YouTube video may be watched to
– relating the exchange further affirm this knowledge. A Kahoot Quiz should
of materials across be used as a way to formatively assess student Teacher
membranes to the learning. directed lecture
surface-area-to-volume utilising
ratio, concentration interactive
gradients and Teacher leads a lecture on why cells are the size that whiteboard,
characteristics of the they are. Teacher explains how surface area to volume example
materials being ratio is a factor in limiting cell size. Through use of calculations,
exchanged (ACSBL047) Select and use mathematical equations and table students can see YouTube video.
suitable forms how larger surface area doesn’t necessarily lead to a https://www.you
of digital, visual, higher volume. tube.com/watch?
written and/or A YouTube video explaining how surface area to v=xuG4ZZ1Gbz
oral forms of volume ratio is a factor in limiting cell size may also be I
communication utilised.
https://www.youtube.com/watch?v=xuG4ZZ1GbzI

Students can explore how surface area to volume ratio Practical scaffold
is explored within a prac, whilst also addressing Questions can be adjusted for booklet
Use modelling concentration gradients in the process, and higher/ lower level learners.
(including readdressing diffusion. Complex questions can be
mathematical Practical using differently sized agar blocks soaked in broken down into simpler
examples) to phenolphthalein and sodium hydroxide, then placed questions for lower learners.
explain into dilute hydrochloric acid solution.
phenomena, Students observe how the acid reacts to the
make phenolphthalein, taking the bright pink colour out of
predictions and the agar. Students observe the difference in diffusion
solve problems rates across each agar cube and apply this knowledge
using evidence in answering questions about why the surface area to
from primary volume ratio allows for optimum absorption.
and secondary Questions about the prac, results, rate of absorption,
sources diffusion and how this relates to cells are included in
(ACSBL006, the scaffolded experiment. Resource 3
ACSBL010) Kahoot Quiz
Formative assessment on how well the students
understand the role of the plasma membrane, its
 features and function. Questions on osmosis and
diffusion, concentration gradients, and why surface
area to volume ratio is important. This could be done
through a Kahoot Quiz.

Investigate cell Select and use PowerPoint on how cells survive - what they need to PowerPoint
requirements, including suitable forms survive. Outlines that cells survive through respiration presentation
but not limited to: of digital, visual, and in plant cells, photosynthesize to gain energy from Research
– suitable forms of written and/or light. Cells also function through making sugars and worksheet
energy, including light oral forms of proteins for energy in the cell.
energy and chemical communication Students research in which cells this could occur and Scaffold research for
energy in complex Select and apply give examples. differently capable learners by
molecules (ACSBL044) appropriate giving them websites targeted
scientific Student research task. Students individually research to their abilities of reading
– removal of wastes notations, how cells dispel waste, what kind of waste is dispelled complex/ simple works.
(ACSBL044) nomenclature and why this dispelling of waste is important. Advanced learners may Student
and scientific research independently and research task
language to cite resources, also critiquing worksheet
communicate in the sources quality and
a variety of reliability.
contexts
(ACSBL008,
ACSBL036,
ACSBL067,
ACSBL102)

Investigate the Teacher lead PowerPoint outlines the structures of the

biochemical processes of Select and use cells that are responsible for these processes, what PowerPoint
photosynthesis, cell suitable forms photosynthesis is, what parts of cells are responsible presentation
respiration and the of digital, visual, for creating energy, how cells make sugars, what
removal of cellular written and/or organelle is responsible for respiration in the cell and Worksheet
products and wastes in oral forms of how this occurs. Complementary diagrams are used to
eukaryotic cells communication exemplify these. Kahoot Quiz to asses which areas are Kahoot Quiz
(ACSBL049, ACSBL050, to be revised/revisited/reexplained (define the roles
ACSBL052, ACSBL053) Select and apply of chloroplasts for use in photosynthesis, Role of
appropriate mitochondria in cell respiration)
scientific Video resource
notations, Video resource on how waste is excreted in eukaryotic Worksheet
nomenclature cells, followed by worksheet/ Kahoot quiz. Kahoot quiz
and scientific
language to
communicate in
a variety of
contexts
(ACSBL008,
ACSBL036,
ACSBL067,
ACSBL102)

Conduct a practical Scaffolded practical observing enzyme actions coupled Practical scaffold
investigation to model with discussion questions encouraging students to booklet
the action of enzymes in interpret the results and infer meaning as to why they
cells (ACSBL050) may have occurred.

Investigate the effects of Select and use Referring to the enzyme prac and get students to infer
the environment on suitable forms meaning on how the environment may effect the Student group
enzyme activity through of digital, visual,
activity of enzymes. Class could be split into groups for research task
the collection of primary written and/or each environmental factor. (PH, oxygen activity.
or secondary data oral forms of presence/absence, temperature) In groups, students Instructions
(ACSBL050, ACSBL051) communication should research what environmental factors may formed within a
impact enzyme actions and engage in thinking PowerPoint.
Select and apply critically about how and why this may occur. Students
appropriate should share their research with the class.
scientific
 notations,
nomenclature
and scientific
language to
communicate in
a variety of
contexts
(ACSBL008,
ACSBL036,
ACSBL067,
ACSBL102)

Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Did students achieve the outcomes to a great extent? If not, how could this be improved? Would teaching or learning strategies would I need to
change?

Should the level of difficulty regarding the content be increased or decreased? Did students find the topic too easy or difficult?

Did students achieve required depth of knowledge or did we delve into enough detail within all the concepts?

Were students engaged in the lessons? Students could anonymously fill out a survey noting what they enjoyed about the lesson and what they found
confusing/ or didn’t like. Adjustments would be made as a result.

Did the students work better with certain methods of teaching – sage on the stage vs guide on the side?
Resources
Justification
Throughout the unit of work above, three main pedagogical choices have been emphasised. The general capabilities of ICT, Literacy and Numeracy
have been accentuated through use of worksheets and vocabulary lists emphasising specialised scientific terminology, worksheets and explicitly
taught numeracy driven calculations, collaborative or independent mini research projects and ICT driven formative assessment. Inclusivity and
differentiation are also a major component in the unit of work as it ensures all students are able to learn at their own pace and receive the extra
help or gain more independent learning skills. Explicit teaching is the final pedagogical choice that has also been implemented and it explores the
ideology that the teacher directs the learning of the classroom. These combined strategies intend to develop students’ knowledge and encourage
critical thinking skills. By utilising these pedagogical choices, an engaging and interactive classroom is established, encouraging student
involvement, catering to diverse learners and thoroughly meeting the required outcomes.

Literacy, Numeracy and ICT capabilities have been a major priority of the above unit of work. Literacy demands are constantly being met
throughout this unit in ways that emphasis the specialised vocabulary of the subject. Vocabulary lists, consistently revisiting scientific definitions,
and providing a breakdown of extended responses, allows students to first know and spell the word, then understand its meaning and context and
finally apply these terms into their writing. According to Wasik and Iannone-Campbell (2012) vocabulary is imperative to student knowledge and
can provide an opening to topics, which in turn, fosters the development of future knowledge, alluding to accelerated student performance and
improved literacy skills.
Numeracy was another important capability to address within this unit of work. Cooper et al (2012) specifies that numeracy is a key skill which
should be stressed in all subject areas as its application in daily life is essential. In light of this, a specialised worksheet was created to explain the
importance of scaling diagrams and explains how it’s done with aid of examples. This particular worksheet is structured in a way which students
must thoroughly understand the question (once again, encompassing literacy demands) in order to properly complete the equation. The equation
is clearly written out so students may follow along with or memorise the equation and plug in the correct measurements into the formula. This
type of worksheet thereby explains the importance of scaling, clarifies the formula and allows students to practice drawing and calculating a scale
for their specific diagram, laying down base knowledge for students to implement further on in the unit.
When planning this unit of work, consideration was also taken to ensure that ICT was implemented engagingly in the classroom. Through use of
independent and collaborative research tasks, video resources, and interactive quizzes, optimum classroom engagement is ensured. Specifically,
the collaborative learning tasks here draws focus on the accomplishment students achieve by learning from each other (Barber, 2012), highlighting
the importance of group learning within this domain. Moreover, Kahoot quizzes as a way of formative assessment deliver ICT capabilities and
warrant heightened classroom engagement (Tondeur, van Keer, van Braak & Valcke, 2008). Here, through ICT, a collaborative learning approach is
once again noticed, which again, improves student engagement and reinforces learning (Barber, 2012). Thusly, ICT, Numeracy and Literacy
capabilities have been prioritised to ensure heightened student engagement as well as prioritise improvement of literacy and numeracy for all
students.

Differentiation in the class room is another major factor which has been exemplified within this unit. The capabilities of all students have been
considered in the creation of research tasks, worksheets and practical experiments. Within research tasks less capable students may receive a more
scaffolded guide to researching questions, be provided with websites to visit or have scaffolded questions to answer, whereas more advanced
students may research more independently, only having a single research question to explore. In this way, students are still understanding the
same content, but some students have more of a guide in order to reach a similar level. Moreover, within practical tasks, as such with Resource 2,
more advanced students are able to design their own method, draw and label the set-up of their equipment and access higher level questions. This
differentiation equivalates to a high engagement for these students as they are able to engage in more responsibility, and inquisitive, independent
and critical thinking, by applying their knowledge to run the experiments (McCallum, 2012). Similarly, lower level learners achieve the same task,
though with a more scaffolded version of the task. Thus, attending to the needs of all individuals in the class.

Direct and explicit teaching is the final pedagogical choice that has exemplified in the unit of work. As Rupley, Blair & Nichols (2009) explain,
meaningful teacher student interactions are mainly projected through explicit teaching. This in turn, allows for a classroom environment with
values of respect and positive relationships. Moreover, they state that direct teaching methods are important for Struggling readers, who are
“more likely to learn essential reading skills and strategies if the direct or explicit model of instruction is part of the teacher's repertoire of teaching
methods”. This was a major driving factor in providing many teacher lead activities like explanatory PowerPoints and brief teacher lead lectures on
content. Here, Direct/explicit instruction has been implemented as an integral element of learning, especially when focusing on classroom
awareness, fluency, vocabulary, and comprehension (Rupley, Blair & Nichols, 2009).
Therefore, as a way to promote a positive learning environment, more greatly develop student’s literacy, comprehension, and critical thinking
skills, teacher directed learning is at the forefront of my unit of work.

Overall, general capabilities, inclusive learning and direct/explicit teaching has been integral within the above unit of work. The driving factors in
implementing these pedagogical choices has been exemplified within the trusted literatures. The accentuation of ICT Literacy and Numeracy was
imperative in building skills for students both within other subject areas and outside the classroom Cooper et al (2012). Differentiation was also
emphasised as it ensures all students are able to effectively meet outcomes, but also learn at a comfortable pace for them, either receiving a more
guided explanation or independently gaining more self-governing learning skills (Barber, 2012). Direct and explicit teaching was one of the most
important strategies to be implemented here. As the research has depicted, direct teaching nurtures positive relationships, and thus a positive
classroom environment. The explicit teaching is a superior strategy in directing and cultivating student learning. In conclusion, this unit of work was
built around ensuring that general capabilities, Inclusivity and differentiation, and explicit teaching were at the crux. A positive learning
environment full of different learning activities which thoroughly meet outcomes, caters to diverse learners, fosters collaborative learning,
develops students’ knowledge and encourages critical thinking skills (Rupley, Blair & Nichols, 2009) have been exemplified throughout.

,
Resources

Barber, J. (2012). Integration of Learning. American Educational Research Journal,49(3), 590-617.

Cooper, Cath, Dole, Shelley, Geiger, Vince, & Goos, Merrilyn. (2012). Numeracy in society and environment. Australian Mathematics Teacher, 68(1),
16-20.

McCallum, A. (2012). teaching for a creative classroom. Creativity And Learning In Secondary English. doi: 10.4324/9780203122488

Rupley, W., Blair, T., & Nichols, W. (2009). Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching. Reading &
Writing Quarterly, 25(2-3), 125-138. doi: 10.1080/10573560802683523

Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school
policy. Computers & Education, 51(1), 212-223. doi: 10.1016/j.compedu.2007.05.003

Wasik, B., & Iannone‐Campbell, C. (2012). Developing Vocabulary through Purposeful, Strategic Conversations. Reading Teacher, 66(4), 321-332.