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LESSON 1
INTRODUCTION TO CELLS
1
Critical and creative Ethical understanding Information and Intercultural understanding Literacy Personal and social
Numeracy
thinking communication technology
capability
capability
How the quality teaching elements you have identified are achieved within the lesson?
5 Directs students in the class, asks them to take out their Enter the class, get the required things out of their Power point slides 2-4
min pens and notebooks and settle down. bags and get ready for the lesson.
Pictures of living things and non-living
Engaging and assessing prior knowledge Group the different pictures as per their things and Grouping sheet adapted from
understanding, possible basis can be http://bit.ly/2ve6wbK
Starts the lesson by telling the students that it is a (Annexure II)
- Living or Non-living
science discovery class and they will discover new - Motile or Non-motile
things today. - Natural or Artificial
- Dead or Alive
Assesses their knowledge of living and non-living
things using the following activity. Use sticky notes to Engage in discussion by reflecting upon their
record the observations existing knowledge of living and non-living things
and note down individual responses to the posed
Activity 1: questions
Places the pictures of living and non- living things on
each table and ask the students to group the alike Refresh their memory on the concept that special
things in the provided grouping sheet qualities make living things different from non-
Gives them a minute to do the activity and pose living.
following suggested questions to brainstorm and draw
on their prior knowledge
20 Explore
min Activity 2: Microscope cell discovery View the microscope slides, illustrate the views Power point slides 12-16
and record their observations
Informs students that they will now view some Microscope, prepared glass slides,
specimens through their microscopes and record their Asks teacher for help wherever necessary gloves and observation sheets
4
observations and illustrations on the provided sheets.
(The students have prior knowledge on microscopes) Predict whether the slides were for living or non- Activity adapted from
living things http://bit.ly/2uyktPV
Instructs students about the safety requirements for the
activity and reminds them about precautions while Engage in group discussion to cross-check their
using the microscopes predictions and reasoning
- Do not touch the lenses
- Wear gloves at all times
Analyse their responses after the discussion
- Clean the eye piece before and after use
- Handle slides carefully
- Notify teacher for any breakage
Distributes the observation sheets.
10 Explain
min Engage in group discussions Power point slides 17-19
Asks students to further explain the observed adapted from
similarities and differences between the living and Write down their explanations http://bit.ly/2uyktPV
non-living cells
Ask questions to teacher if required
Asks students to identify questions to support their
discussion. Displays a list of suggested questions on Engage in class discussion, record the answers,
the board and asks students to have discussion among analyse their own responses
their groups
10 Explain, Elaborate & Evaluate Read through the resource Power point slides 20-24
min
Distributes resource material to students describing Listen to the teacher Photocopies of required reading from
cells, cell theory, characteristics of cells, unicellular http://bit.ly/2vdYekf
and multicellular living things, shape, size and Learn that unicellular is another word for things
different functions of cells with one cell and multicellular is another word for
things with more than one cell.
Explains the cell theory and features of cells to the
class and asks students to highlight the points in the Ask questions
6
resource that correlates to their findings today
Think critically to give real life examples
Encourages students to ask questions
Conclusion:
Time Teacher Activity Student Activity Resources
5 min Summarises the lesson and asks what have they learnt Power point slide 25
today Listen to the teacher and take notes
Web link:
- Do all living /alive things have cells? Take out their smart devices and assess the web
- Does that mean that the things that do not have link to zoom in and out of the knee joint Google Maps for body the news
cells are not living?
http://bit.ly/2vbTI7r
- Do you think you have met the success criteria
of todays lesson?
Informs students that advances in technology have
allowed humans to look inside their bodies deep to the Zoom in view of the knee joint
cell levels http://bit.ly/1heqBpn
7
Accommodation for gifted and talent students:
The Microscope cell discovery activity can be extended with an additional quest - Are things like milk, fruits, vegetables, water living or non-living? Ask
students to give appropriate reasoning for their prediction. Allow them to choose a sample of their choice (specimens provided), observe it under the
microscope, gather evidence for their claim, record their observations in a table, anaylze the results and share their findings with the class.
Accommodation for students with disability (hearing/ visual): Buddy student in class for reading out the instructions or explaining the procedure and peer
mentoring outside the class can be organised. Videos can be shown on a bigger screen with higher resolution. Grouping sheets for activity 1, observation sheets for microscopy
activity and reading material can be printed with a larger font on A3 paper.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Students will be able to discover that living and non-living things can Formative assessment observation of activity 1, observation sheets from microscopy
be distinguished on the basis of presence or absence of cells. activity, constant observation of students group and class discussions
Students will be able to identify cell as the smallest structure in the Formative assessment asking students to draw flowchart reflecting the hierarchical
level of organisation. levels of organisation and asking them to give real life examples for cells
Reflection:
What have I learned about teaching and In designing this lesson plan I have learnt that the essence of inquiry lies in allowing students to explore the
learning processes when preparing this concepts themselves. By making predictions, analysing evidence and seeking explanations on their own, they
lesson? understand better and at a deeper level. I have realised that students learn effectively when they interact with the
materials and subject and evaluate their own learning. 5E model used in the lesson will allow me to draw more
on my students existing knowledge and scientific ability. This will enable construction of a stronger knowledge
base and result in a meaningful and exciting lesson.
8
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student handouts, etc.).
See Annexure I for prepared power point presentation All living things are made up of cells
See Annexure II for resources for activity 1, resources for activity 2 - microscopic cell discovery, microscope observation sheet, reading resource for cells
and cell theory.
9
LESSON 2
10
LESSON - 2
CELL ORGANALLES & FUNCTIONS
Conducting investigations
Knowledge and
Living World Working Scientifically (WS) Strand(s): Processing and analysing data and
Understanding(K&U) Strand:
information
11
K & U outcome(s): SC4-14LW WS outcome(s): SC4-6WS, SC4-7WS
K & U context statement: LW2 WS context statement(s): WS6, WS7.2
Working collaboratively to acquire skills in preparation of temporary slides They will have hands-on experience in preparation of temporary slides of cells
How the quality teaching elements you have identified are achieved within the lesson?
12
Teaching element Indicators of presence in the lesson
Deep understanding Hands on experience in preparation of temporary mount of cells and tour inside the cell allows students to explore relationships between
different organelles and their role in functioning of a cell. The activities also allow students to construct their own explanations and
evaluate their claims by comparing with the evidence.
Engagement Use of icell app is a way to connect students with current trends, show them the integration of technology with science to make
learning meaningful to them. Riddles engage students and make learning fun for them.
Inclusivity The experiment based activity requires students to work in groups. Students work in collaboration within their groups, analyze the data
and observations by pairing with members of other groups and share their findings with the whole class. By allowing students to think,
pair and share, this activity encourages cooperative learning in students.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
10 Directs students in the class, asks them to take out their Students settle down and get ready for the riddles Power point slide 26-27
mins pens and notebooks and settle down.
Solve the riddles individually, record on their Photocopies of cell riddle sheet from
Engage activity sheet and then evaluate their responses http://bit.ly/2vGWPWc (Annexure III)
within the group
Begins the lesson by welcoming students to day two of
their discovery journey. Informs students that in the Evaluate their answers in response to teachers
previous lesson where they took a tour inside the body answers
and learnt about cells, they will dig deeper today and
take a tour inside the cell. But in order to do enter the
cell some riddles need to be solved
Body of Lesson:
Time Teacher Activity Student Activity Resources
20 Directs students to their respective preparation and Perform the experiment as per the given protocol Power point slides 29-32
min microscope stations and demonstration
Narrates the mandatory precautions and safety Record the observation in form of illustrations
considerations and findings
- Wear lab coats
- Wear gloves at all times Compare the findings between onion peel and
- Do not touch the lenses of microscope cheek cells with the other groups
- Clean the eye piece before and after use
- Handle slides carefully
- Notify teacher for any breakage
Assists students wherever necessary.
15
Asks them to open their smart devices and access the
link for Inside a cell or download the app icell. Inside a cell worksheet (Annexure III)
from
Asks students to click on each organelle, zoom in to http://bit.ly/2wmnHrx
explore its structure and function, and complete
worksheet. Required reading on Cell organelles from
http://bit.ly/2e6ChvS
Distributes the worksheet for completion while they
explore the cell. Power point slides 35-37
5 min Elaborate and Evaluate Students re-write their observations and Power point slides 33-34
conclude their findings
Asks students to re-visit their observation sheets from
todays microscope activity and write a conclusion Engage in group discussion and class discussion
based on their cell exploration.
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Asks students to share their findings with the class
Conclusion:
5 min Summarises the lesson Listen to the teacher Power point slides 35-38
Informs students that they will perform a skit/ role Talk to their group members for skit ideas
play in the next lesson on The role of cell organelles
Accommodation for students with disability (hearing/ visual): Buddy student in class for reading out the instructions or explaining the procedure and peer
mentoring outside the class can be organised. Videos can be shown on a bigger screen with higher resolution. Observation sheets and riddle sheets can be printed with larger fonts
on A3 paper. Students who are not able to use microscopes can prepare the slides with help of buddy student and use simulator from
http://amrita.olabs.edu.in/?sub=79&brch=15&sim=125&cnt=4 for the microscopic view of slides
17
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Reflection:
What have I learned about teaching and In preparation of this lesson, I went back to my class 8th notes for cell biology and realised how different was the
learning processes when preparing this teaching process back then. How the emphasis was on content narration and memorisation instead of engagement
lesson? and exploration. I have realised that effective teaching is all about connecting to the student and making meaning,
not enforcing memorization. Integrating the modern day technologies like apps on smart devices can generate
more interest and curiosity in students and make learning fun for them. Making the teaching -learning experience
student centred can result in more engagement from the students and result in intrinsic motivation.
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.
18
2.1, 3.3 Inquiry based teaching strategy applied to allow students to develop WS skills and develop deeper understanding. Inclusion of multiple
activities cell riddles, experiment, interactive activity (icell app or web link inside the cell) and introduction of the concept of a skit have
been planned to keep the students engaged and develop critical and creative thinking.
2.2, 3.2 The lesson is scaffolded and presented in a sequential manner for students to build on their existing knowledge. Assessment of prior
knowledge is followed by preparation of slides for microscopy (observation, data collection and analysis) to build a meaningful connection.
This follows detailed exploration of the cell organelles using the icell app / inside the cell link which not only establishes a visual
connection but also allows students to evaluate their prior analysis.
2.5 Inclusion of riddles for students to enhance their literacy skills. Encouraging students to demonstrate understanding of the formed concepts
through observation sheets, worksheets and skit.
2.6, 3.4 Use of the icell app / inside the cell link allows students to analyse the 3D virtual model of a cell and better understand the differences in
plant, animal and bacterial cell.
Use of riddles, worksheets, experiment and technology to generate interest and curiosity in students for effective learning.
3.1 Constantly encouraging students to identify questions, predict the results, engage in group and class discussions and evaluate their own
responses presents challenging yet achievable goals.
4.1 All the activities, group and class discussions and accommodation activities for fulfilling the specific needs of students enable them to
effectively participate and engage.
4.4 The teacher walks around the class to monitor student engagement while group discussions and reminds them about safety considerations
while using microscopes.
5.1, 5.2 Formative assessment by observing their worksheets, microscope recording sheet and student discussions and for formation of learning
Giving feedback to all groups individually to improve their ability to explain and encourage them to dig deeper.
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
See Annexure I for prepared power point presentation All living things are made up of cells
See Annexure III: includes resource for activity 1 cell riddles; resources for activity 2 protocols for preparation of temporary mounts of onion peel cells
and human cheek cells and observation sheets; resource for activity 3 worksheet for Inside the cell.
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LESSON 3
20
LESSON 3
CELL DIFFUSION
Safety Printing /
Considerations: Gelatin cubes made with cabbage indicator Preparation: 1. Preparation of the power-point slides (Annexure I)
can stain clothes; students should wear lab
coats and gloves while performing the 2. Organizing the video resources for cell diffusion
activity. 3. Photocopies of procedure and observation sheets for gelatin cell
Vinegar is a weaker form of acetic acid and diffusion activity (Annexure IV)
can cause health hazard upon ingestion or 4. Preparation of gelatin cubes prepared in cabbage water indicator
inhalation. Students should wear face masks
and safety goggles during the activity. Strict 5. Photocopies of the homework worksheets (Annexure IV)
instructions should be given not to ingest the 6. Photocopies of material for reading at home
solution. Teachers supervision is must
while handling
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K & U context statement: LW2 WS context statement(s): WS4, WS6, WS7.1, WS9
K& U content descriptor(s): LW2b WS content descriptor(s): WS4b, WS6e, WS6f, WS7.1e,
How the quality teaching elements you have identified are achieved within the lesson?
22
Teaching element Indicators of presence in the lesson
Substantive
Skit/ role play used to encourage students to work in groups and communicate their ideas in front of the class
communication
Using activities like tea bag demonstration and gelatin cell diffusion to engage students and generate curiosity, Use of video resources to
Engagement
show diffusion inside the cell
Social support Group work during the cell diffusion activity and skit/ role play
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 min Directs students in the class, asks them to take out their pens Enter the class, get the required things out of Tea bag, glass beaker, hot water
and notebooks and settle down. their bags and get ready for the lesson.
Welcomes the class and asks them, Has anyone ever made Predict the outcomes
tea?
Respond to teachers question
Demonstration & prediction
Puts the tea bag in a beaker of hot water and asks following
suggested questions
- Do they know what is happening?
- What has moved in/ out of the bag to cause colour
change?
- What has happened to the water in the beaker?
Listens to students responses and assesses their prior
knowledge on diffusion and concentration gradient
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Body of Lesson:
Time Teacher Activity Student Activity Resources
10 Mentions the learning intentions and success criteria. Watch the video You tube clip for explain diffusion
min
Informs students that they will now learn how molecules Listen to the teacher and take notes http://bit.ly/2ve7zZ6
move in and out of the cell and what is the role of cell
membrane in this Evaluate their claims for tea bag diffusion Power point slides 39-40
15 Explore & Explain Perform the activity Refer Annexure IV for requirements
min Size matters and procedure of the activity
Ask teacher for help if necessary
Activity 1: Gelatin cell diffusion Power point slides no. 41-43
Note down their observations
Informs the class that they will now perform the diffusion
activity using gelatin cubes and vinegar to find out what will Do the calculations and analyses
happen.
Listen to the teacher and take notes
Divides the whole class into groups of three.
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Once the students have recorded their observations, explain
them what is going on and how cell size impacts the
diffusion.
20 Informs students that they are going to do the skit Present their ideas Stopwatch
min presentations first and then look into the concept that why
the cells are of different sizes. Observe other groups
Invites each group to perform one by one and sets up the Listen to teachers feedback and make notes
timer for each group.
Conclusion:
Time Teacher Activity Student Activity Resources
3 min Summarises the lesson and gives feedback about diffusion Listen to the teacher and take notes
activity
2 min Assigns homework task. Read the questions on the worksheet and ask Photocopies of worksheet
questions to teacher regarding the task (Annexure IV)
Informs students that the task will be assessed to evaluate Ques 1-8 from
their formation of learning regarding cells organelles and http://bit.ly/2velFK3 (Page 2-5)
their functions.
Ques 9-10 (skills and application
They will have one week to complete and submit. task 4: cells) from
http://bit.ly/2vwuFNc
Distributes the homework sheets and asks student to have a
quick look at the worksheet and ask questions in case they
cannot understand something in the worksheet.
26
Accommodation for gifted and talent students: As an extension to gelatin cell diffusion activity, ask students to predict the impact of different concentrations of
vinegar on cell diffusion in gelatin cells. Ask them to theoretically take different concentrations of vinegar (10%, 15%, 20%) on their observation sheets in order to calculate the
concentration gradient for the provided gelatin cells. They are then expected to calculate rate of diffusion for different sizes of gelatin cells to find out the impact of concentration
gradient. Finally, they should evaluate their predictions to justify their claims or clear their misconceptions.
Accommodation for students with disability (hearing/ visual): Buddy student in class for reading out the instructions or explaining the procedure and peer
mentoring outside the class can be organised. Videos can be shown on a bigger screen with higher resolution. Observation sheets and riddle sheets can be printed with larger fonts
on A3 paper.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Reflection:
What have I learned about teaching and In preparation of this lesson I have realised the importance of including a range of activities and ideas to keep
learning processes when preparing this students engaged and motivated to learn. Activities like role play can allow students to bring a lot of creativity
lesson? to their learning and a chance to regulate it themselves. Learning when made interactive and inclusive can be
fun and more meaningful.
27
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.
1.5 Inclusion of extended activity to meet the specific needs of gifted and talent students
1.6 Accommodating the needs of students with disability by organizing buddy student for audio-visual support, peer mentoring outside the class
and use of need specific resources.
2.1, 3.3 Hands on experience in gelatin cell diffusion activity promote visual explanation. The observation and analysis of the activity encourage
explicit numeracy experience. Role paly activity demonstrates learning through collaboration.
2.2, 3.2 The lesson is scaffolded and presented in a sequential manner for students to build on their existing knowledge. Assessment of prior
knowledge during the tea bag activity is followed by explanation of diffusion and movement of molecules across the cell. This follows
exploration of diffusion during the gelatin cell diffusion activity (through observation, data collection and analysis) to build a meaningful
connection. This not only establishes a visual connection but also allows students to evaluate their prior analysis.
2.5 Encouraging students to share their ideas in role play using scientific words to improve their understanding of words and their pronunciation.
Inclusion of numeracy task as part of the gelatin cell diffusion activity to show them the relationship between the two fields and their
interdependence.
3.4 Power point presentation and videos to enhance visual and textual explanations.
3.1 Constantly encouraging students to identify questions, predict the results, engage in group and class discussions and evaluate their own
responses presents challenging yet achievable goals.
4.1 All the activities, group and class discussions allow students to effectively participate and engage
4.4 The teacher walks around the class to monitor student engagement while group discussions and reminds them about safety considerations
while performing the activity
5.1, 5.2 Formative assessment by observing their worksheets, observation sheets and student discussions for formation of learning
Giving feedback to all groups individually to improve their ability to explain and encourage them to dig deeper
28
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
See Annexure I for prepared power point presentation All living things are made up of cells
See Annexure IV: includes resources for activity 1 - Gelatin cell diffusion activity; worksheet for homework task
29
EXTENDED EXPLANATION
The underlying concept of cell theory describes a cell as the fundamental unit of living world.
This basic concept not only unifies all the domains of biology, but also makes the knowledge
of cell biology imperative for acquiring scientific literacy. However, due to the abstract
nature of its concepts, students face difficulty in understanding and associating with them,
resulting in development of a fragmentary knowledge base (Francele de, Lenira Maria &
Elgion Lucio 2014; Cimer, 2012). Therefore, in order to develop active learning and promote
cohesive scientific base in students, studies suggest adoption of guided discovery and inquiry
based learning (henceforth, IBL) approaches (Abdi, 2014; Pandey, Nanda & Ranjan, 2011).
Keeping these teaching strategies in mind, three lesson plans were designed around
introduction of cells, structure and function of cell organelles, and cell diffusion. By guiding
students to drive their own learning through inquiry and collaboration, the lessons emphasize
Accurate scaffolding in an inquiry based approach allows the development of complex skills
and formation of schemas in long term memory without overloading the working memory
(Sweller, van Merrienboer and Paas, 1998). In line with the Australian Professional Standards
for Teachers (Australian Institute for Teaching and School Leadership, 2016) standard 2.2
and 3.2, all the lessons were scaffolded and the content was presented in a sequential manner.
For instance in lesson 1, starting from identification of living and non-living things, to the
level of organisation in living things and finally, exploration of the fact that all living things
are made up of cells, the lesson allows students to take one step at a time towards
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Studies suggest that students bring a pool of pre-existing knowledge to the classrooms
(Tregust, 2006). The quality of this knowledge pool determines a students ability to acquire
new concepts and apply high-order thinking towards problem solving (De Corte, 1990).
Engaging the students at the beginning of the lesson with a query/ activity that connects to
their prior knowledge not only allows for assessment of prior learning, but also captures their
interest. As visible in the lessons, the use of living and non-living grouping activity, cell
riddles and tea bag activity, all aim to draw upon students prior knowledge and engage them.
As per the 5E instructional model, initial engagement allows the construction of new schemas
by remodeling and/or rectifying the pre-existing ones and generates curiosity to allow
Educational engagement and connection directly correlates with the learning outcomes in
students (Keddie, 2011). Studies in this area have also interlinked increased student
engagement with effective teaching strategies and resources (Sweller et al., 1998). With a
constant focus on increasing student engagement, the designed lesson plans include a range
of activities, short and detailed discussions (in groups and with class), worksheets, video
resources, animations and simulation. In consideration with the inclusion of activities like
microscope cell discovery (lesson 1), preparation of temporary mount of cells (lesson 2) and
gelatin cell diffusion (lesson 3), that promote hands on experience, allow the students to
adopt critical thinking and acquire scientific working skills (Cimer, 2012). Through the
teachers guided and probing questions, such activities can encourage students to explore the
concepts themselves, identify questions to challenge their own presumptions and finally
and discussions in the lessons was also done to motivate students to dig deeper and
simultaneously assess formation of their learning (Cauley & McMillan, 2010). Use of ICT
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resources like videos, power point presentation, virtual tour of the cell through icell app,
Google Maps for body, animation and simulation promote visual explanation. By clarifying
their concepts such resources also attempt to connect the students with the real world for
Another aspect of student engagement lies in the differentiation of teaching strategies to meet
the needs of diverse learners (Henderson & Jarvis, 2016). As per the Australian Curriculum,
Assessment and Reporting Authority, [ACARA] 2016, teachers are obliged to personalize
their pedagogy and address the learning needs of students with disabilities, gifted and
talented students and students with English as a second language. In consideration with this
and APST standards 1.5 and 1.6, the lesson plans accommodated extended and challenging
activities for gifted and talented students. Provision of need specific resources, buddy
students, peer mentoring and simulator activity was incorporated in lessons to engage
Studies report that language acts a barrier for many students in learning science
(Fang, Lamme & Pringle, 2010). Research on language and literacy in science education
suggests that they are entangled together as literacy in language (listening, reading, writing,
and speaking) is imperative to communicate science at the global platform (Wellington &
Osborne, 2001, p. 1). In view of this, the designed lessons incorporate strategies to improve
scientific literacy and encourage students to explain and elaborate their conceptual
understanding in their own words either by writing (in the form of worksheets/ observation
sheets) or speaking (discussions/ role play). Activities like riddles, puzzles and role play
allow students to learn and understand scientific terminology in a fun way. Apart from
literacy, one of the lessons (no. 3) also incorporates mathematical skills and knowledge.
32
Enabling students to do calculations and relationship analysis as a part of their science
practical allows them to recognize the role and application of mathematics more broadly
(ACARA, 2016).
collaboration for knowledge application are the 21st century skills described as the essential
tools to move up the economic ladder (Bellanca & Brandt, 2010). These tools apply across
all KLAs but are particularly crucial for students to develop scientific working skills. In
order to improvise these skills, develop substantive communication and promote inclusivity,
group discussions and group activities have been made an essential part of all the lessons
(Gore, 2007). These skills not only allow students to broaden their horizon and reap the
benefits of collaborative learning, but also provide social support and prepare them for the
33
REFERENCES
Australian Institute for Teaching and School Leadership. (2011). Australian professional
source/apst-resources/australian_professional_standard_for_teachers_final.pdf
Bellanca, J. A., & Brandt, R. (2010). 21st Century skills: Rethinking how students learn.
https://books.google.com.au
Cauley, K. M., & McMillan, J. (2010). Formative assessment techniques to support student
http://www.tandfonline.com/doi/abs/10.1080/00098650903267784
Cimer, A. (2012). What makes biology learning difficult and effective: Students views.
http://www.academicjournals.org/article/article1379665422_Cimer.pdf
De Corte, E. (1990). Acquiring and teaching cognitive skills: a state-of the-art of theory and
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Fang, Z., Lamme, L. L., & Pringle, R. M. (2010). Teaching science as inquiry. In Language
http://sk.sagepub.com.ezproxy.uws.edu.au/books/language-and-literacy-in-inquiry-
based-science-classrooms-grades-3-8/n1.xml
Francele de, A. C., Lenira Maria, N. S., & Elgion Lucio, S. L. (2014). Teaching cell biology
http://dx.doi.org.ezproxy.uws.edu.au/10.1155/2014/272475
Gilles, R.M., & Boyle, M. (2010). Teachers reflections on cooperative learning: issues of
http://www.esev.ipv.pt/mat1ciclo/DISCUSS%C3%95ES/Cooperative.pdf
Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher
Challenges for teachers, teaching, and teacher education (pp. 15-33). Rotterdam, The
Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian professional
Keddie, A. (2011). Educating for diversity and social justice. Professional Educator, 10(3),
http://search.informit.com.au.ezproxy.uws.edu.au/fullText;dn=187539;res=AEIPT
com.ezproxy.uws.edu.au/doi/full/10.1080/03054985.2011.577938?src=recsys
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Pandey. A., Nanda, G. K., & Ranjan, V. (2011). Effectiveness of inquiry training model over
http://grpjournal.net/index.php/joire/article/view/56/59
Sweller, J., van Merrienboer, J.J.G., & Paas, F.G.W.C. (1998). Cognitive Architecture and
from https://link.springer.com/article/10.1023/A:1022193728205
https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6375
Wellington, J., & Osborne, J. (2001). Language and literacy in science education.
https://www.mheducation.co.uk/openup/chapters/0335205984.pdf
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ANNEXURE I
POWER POINT SLIDES
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Image source: http://bit.ly/2vNiXgX
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Image source: http://bit.ly/2hJN5EF
48
Image source: http://bit.ly/2viHJ88
49
Source: http://bit.ly/2vGWPWc
50
Image source: http://bit.ly/2uhUfWo
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Image source: http://bit.ly/2uF7Su7 /bit
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Image source: http://bit.ly/2uFeFEf /bit
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Image source: http://bit.ly/2wHt5oG
/bit
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Image source: http://bit.ly/2viIUUR /bit
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Image source: http://bit.ly/2vEd9H1 bit
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ANNEXURE II
Resource Activity 1
Grouping sheet and pictures for living and non-living things (Source - http://bit.ly/2vNiXgX)
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Resource Activity 2
Microscope slide observation sheet
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ANNEXURE III
Resource Activity 1
Cell riddles
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Resource Activity 2
Preparation of temporary mounts of onion peel cells and human cheek cells
Peel off a leaf from half a piece of onion and using the forceps, pull out a piece of
transparent onion peel (epidermis) from the leaf.
Take a few drops of safranin solution in a dropper and transfer this into another watch
glass.
Using a brush, transfer the peel into the watch glass containing the safranin solution.
Let this remain in the Safranin solution for 30 seconds, so that the peel is stained.
Take the peel from the Safranin solution using the brush and place it in the watch glass
containing the distilled water.
Take a few drops of glycerine in a dropper and pour 2-3 drops at the center of a dry
glass slide.
Using the brush, place the peel onto the slide containing glycerine.
Take a cover slip and place it gently on the peel with the aid of a needle.
Place this glass side on the stage of the compound microscope and view it.
Precautions
Use a brush to transfer the peel from one apparatus to another.
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Procedure for human cheek cells
Gently scrape the inner side of the cheek using a toothpick, which will collect some
cheek cells.
Mix the water and the cheek cells using a needle and spread them.
Take a few drops of Methylene blue solution using a dropper and add this to the
mixture on the slide.
After 2-3 minutes remove any excess water and stain from the slide using a
blotting paper.
Take a few drops of glycerine using a dropper and add this to the test mixture.
Take a clean cover slip and lower it carefully on the mixture with the aid of a needle.
Using a brush and needle, press the cover slip gently to spread the epithelial cells.
Remove any extra liquid around the cover slip using a blotting paper.
Place this glass side on the stage of the compound microscope and view it.
Precautions
Ensure toothpick used to scrape the cheek is clean, so it does not cause infection to the
cheek.
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Data and Observations
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Microscopic view
Comparative analysis
Onion peel cell Human cheek cell
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Data and Observations
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Microscopic view
Comparative analysis
Onion peel cell Human cheek cell
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Activity 3
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ANNEXURE IV
Activity 1:
Requirements:
Gelatin cubes of three different sizes prepared in purple cabbage indicator (pre-prepared), Vinegar, clear
plastic metric ruler, clear 250ml beakers for immersing the cubes, measuring cylinder, white paper, timer
and a spoon
Requirements for gelatin cubes: Gelatin sachets from market, boiling water, trivet, silicon ice-cube moulds,
whisk, refrigerator, cabbage, sieve, sharp knife
Procedure:
1. Measure the dimensions of each cube and record
2. Pour 100 ml of vinegar into each beaker
3. Place the three different sized cubes into different beakers and leave one aside as control
4. After 5 minutes use a spoon to remove each cube from the beaker and place it onto a piece of white
paper.
5. Observe for any change in colour
6. Measure the distance for penetration of colour change from exterior to the interior of cell
7. Calculate percentage of penetration
8. Analyze the relation between cell size and percent penetration
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Observation Sheet
Observations
Analysis
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Worksheet for Homework task
Homeostasis
(maintaining a
stable internal
environment)
Metabolism
(using energy)
Growth
(e.g. making
proteins and
making new
cells)
2a. Explain why biologists say that a cell is alive, but none of the individual molecules inside the cell are
alive.
2b. If you ground up a cell and put all the molecules from the cell in a test tube, would this mixture of
molecules be alive? Explain why or why not.
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3. Plant cells have several structures that are not found in animal cells chloroplasts, cell walls and central
vacuoles. Choose two of these structures and explain why each of these is useful for plant cells, but not
needed or even a disadvantage for animal cells.
cell wall
chloroplas
t
central
vacuol
e
4. Sperm cells have a very specialized structure, including a flagellum and very little cytoplasm. Explain
how the structure of a sperm cell contributes to its function.
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6. For some types of cell, a flexible structure that allows the
cell to change shape is crucial for its function. The white
blood cell shown in this figure defends our body against
infection by engulfing, killing and digesting bacteria
(phagocytosis). Why do white blood cells need to be able to
change shape in order to accomplish their function?
White
blood
cell
Another aspect of cell structure that is related to the cells function is the amount of each type of organelle in
the cell. An extreme example is the mammalian red blood cell which has no nucleus, ribosomes or
mitochondria. Instead, red blood cells are filled with haemoglobin, the protein that carries oxygen. The large
amount of haemoglobin allows the red blood cells to carry lots of oxygen which the cells need for the high
rate of metabolism in mammals. However, the specialized structure of red blood cells has a disadvantage
reduced capacity for repair, so each red blood cell only survives about four months.
7. Most cells are constantly replacing damaged molecules and organelles. Explain why a red blood cell is
unable to replace damaged proteins.
8a. Explain why it is useful for A protein that will be secreted from
the pancreas cells that secrete the cell is
digestive enzymes to have lots of made by a ribosome on the rough
rough endoplasmic reticulum and endoplasmic reticulum
Golgi apparatus. processed in the rough
endoplasmic reticulum
transported in a vesicle to the
Golgi complex
processed some more in the Golgi
complex
transported in a vesicle to the
plasma membrane = cell
membrane
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8b. How is the vesicle containing the protein moved from the rough endoplasmic reticulum to the Golgi
complex and then to the plasma membrane? (Hint: Review the top of page 1 of worksheet.)
9. In a sample of human blood, the average diameter of the red blood cells was found to be 8.0 micrometres.
A student placed equal volumes of this blood in each of three solutions of unknown concentration. After 10
minutes the student determined the average diameter of the cells in each solution, with the following results.
Explain why?
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10. Refer to the following diagrams, which show three identical plant cells that had been left to stand for 5
minutes in sugar solutions of different concentrations. The solution inside the three cells initially had the
same concentration as sugar solution 2.
It would
be
Explain why?
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