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

Summary Context Duration

Module 1 implemented as the introductory module in the year 11 An independent school with students consisting of limited range of abilities. This particular 6 weeks
Biology course year 11 class has 90% of Gifted and Talented students who require extension work whereas the
remaining 10% can only work with the task given. Abiding with school and classroom policy,
each student brings their own device. Laptops and Ipads will be available to borrow in labs.

Content Focus
Students will learn to analyze the structure and function of organisms at the tissue and cellular levels so that they are able to determine how they efficiently coordinate and facilitate
the removal of substances to and from the cells. They will be introduced to and be able to perform biochemical procedures with the application of scientific skills. Ultimately students
will be able to demonstrate that cells are the basis of life.

Working Scientifically Focus

In this module, students focus on conducting investigations to collect, process and analyze 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 secondary data and Describes single cells as the basis for all life by analyzing and explaining cells’
information BIO11/12-3 
 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

Key inquiry questions

1) What distinguishes one cell from another? 


2) How do cells coordinate activities within their internal environment and the external environment?

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Assessment overview
Assessment for Learning
Answering inquiry questions at the end of the module
Post lab questions
Require scientific reports for certain practicals.
End of inquiry question to sum up learning
Assessment as Learning Assessment of Learning
Designing their own practical Research Task: In groups of 4, design and conduct a first
Peer assessment in group work hand investigation to show the effects of environment on
enzyme activity. They will be required to fill out a scaffold
provided, before submitting a formal scientific report for
marking. This Assignment will be worth 30% of their grade
for Year 11 Biology.

Literacy Focus Numeracy Focus ICT Focus

Comprehension Scaled diagrams Research Task
Vocabulary Graphing Vitual simulation
Consisntent use of Bloom’s Taxonomy. Constructing scaled diagrams of cells and their organisms
online.

Inquiry question: What distinguishes one cell from another?

K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
investigate different Select and extract Whole class, teacher led, Brainstorming and Think Research ONE particular Original Resource 1- PowerPoint
cellular structures, information from a wide pair share. technology that is used to Presentation, covering the concept of a
including but not limited range of reliable secondary What is a cell? –Revise and review the cell structure determine a cell’s cell, the structure and their organelles.
to: sources and acknowledge from stage 5. A brain storm activity to collate all structure and function. The table on slide number 7 will be
them using an accepted their knowledge together to form a basic and Extension shared as google docs, and students, in
– examining a variety of cohesive understanding of a basic cell. - Analyse and pairs are required to complete it and
referencing style 

prokaryotic and PowerPoint presentation with an overview for cell discuss the upload for marking. They will print one
eukaryotic cells structure and some organelles, with think, pair, effectiveness of off for each and stick it in their books.
(ACSBL032, ACSBL048) 
 share activities attached. the tool used, in
terms of the Original Resource 2: Worksheet;
– describe a range of Think pair share, leading to a scaffold to complete advantages and Morphology of cells.
technologies that are Venn Diagram and Research questions. disadvantages. Cell simulation: Eukaryotes Vs
used to determine a Students will be using an interactive online website Reference any secondary Prokaryotes-
cell’s structure and to distinguish and identify the differences of the resource used. https://www.cellsalive.com/cells/3dcell.
morphology of the Eukaryotic and Prokaryotic cells. htm
function 

Use a variety of digitized images from microscopes Using the cell simulation, complete
(example, appendix 1) to compare prokaryotes and Use a mini grid to compare worksheet given (appendix 2).
Eukaryotes. cell size and shape.

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Visual Representations Activities include a Venn diagram and a
Using light microscopes provided by the school and mini research task, aiming to help
slides of different cells prepared by the teacher/ lab students develop their enquiry skills.
technician, students can distinguish between the
two types of cells. This further teaches students the
skills on how to use a microscope.

investigate a variety of use appropriate Concept Analogies with M&M’s Using scaled and digitized Risk Assessment will be provided as an
prokaryotic and technologies to ensure and To develop their numeracy skills, students will do images of cells as examples example for any dry or wet laboratory
eukaryotic cell some foundational skills work on estimation and to show them how scaling work.
evaluate accuracy 

structures, including but scaling. works in microscopic
not limited to: levels. M&M’s and Freckles will be available to
select qualitative and
Teacher led discussion with Visual Representations use for skills work in class.
– drawing scaled quantitative data and
Examine prepared slides, wet mounds, digital Mini grid to compare the An online interactive slide about cell size
diagrams of a variety of information and represent
photographs of microscopic photos of different different sizes of cells. and scale:
them using a range of
cells (ACSBL035) 
 types of cells to identify various cell structures. http://learn.genetics.utah.edu/conten
formats, digital technologies
Extension  Investigate t/cells/scale/
and appropriate media
– comparing and - Use the visual aid to draw labelled and and relate structure and
(ACSBL004, ACSBL007,
contrasting different cell scaled diagrams of different cell structures function of organelles and
ACSBL064, 
 ACSBL101 
 - Investigate and relate the structure and Analyze the distribution of Various images of cells for comparison.
organelles and
function of different organelles in different the organelles within the
arrangements 

evaluate and improve the cells (e.g. chloroplasts, mitochondria, Golgi cell, including their
quality of data 
 apparatus, vacuole, ribosomes and advantages.
– modelling the nucleolus)
structure and function of - Prepare summary tables to show the Extension Represent the
the fluid mosaic model of different component, structure (diagram) summary information
the cell membrane and function for Eukaryotic (plants and collected in a digital form.

 (ACSBL045) 
 animals) and Prokaryotic cells. Student may use
PowerPoint, Prezi or
Teacher Led Discussion animation.
PowerPoint presentation as a revision on cell
structure and function and on the fluid mosaic Extension 
model. Students to take notes and discuss the After constructing a
relationship between the structure and function of physical model, students
the fluid mosaic model. should try and recreate it
digitally.

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Expert Groups
Working in groups of 3 or 4, design and construct a
physical fluid mosaic model of the cell membrane
(Play doh, clay, paint and other materials will be
available in class)
- Explain and show how the model works, in
terms of movement of substances in and
out of cells.
- Conduct a peer assessment at the end. Labelled diagrams and
Teacher Led discussion Concept Maps leading to tables can be used where
Higher Order Thinking skills appropriate.
A class discussion to revisit the focus of the inquiry
question, “What distinguishes one cell from
another?”. Students to prepare concept maps/
mind maps of the content learnt so far together,
and individually create and structure an extended
response (max 1 page) for feedback.

Inquiry question: How do cells coordinate activities withing their internal environment and the external environment?

K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
investigate the way in assess risks, consider ethical Teacher Led Discussion with Visual Representation Extension Results from A scaffold with vocabulary where
which materials can issues and select A class discussion to revise “what distinguishes one the experiment to be students will complete, with definitions
move into and out of appropriate materials and cell from another”, leading on with the fluid mosaic tabulated on excel. in class.
cells, including but not technologies when designing model to osmosis and diffusion. A short video will
limited to: and planning an be shown to introduce osmosis and diffusion. A YouTube clip will be shown to
investigation 
 demonstrate the fluid mosaic model.
– conducting a practical Conducting Experiments with expert groups and Extension  Groups are to
investigation modelling Student led discussion construct their on risk
employ and evaluate safe Practical Investigation: To model
diffusion and osmosis Students will conduct practical investigations to assessment.
work practices and manage diffusion and osmosis in cells.
(ACSBL046) 
 model the processes of osmosis and diffusion.
risks 
 Materials for practical will be available in
Collect data and tabulate results. Discuss results
class.
– examining the roles of with group and share with class. Students are to
select qualitative and Students may use their device or borrow
active transport, give in a scientific report, complete with
quantitative data and laptops from class, as provided.
endocytosis and appropriate diagrams, Risk Assessment and
information and represent discussion.
exocytosis (ACSBL046) 
 them using a range of Student directed Practical Investigation-
formats, digital technologies Students are to research, plan, design
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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
– relating the exchange and appropriate media Think, Pair, Share leading on to Teacher Led and carry out a first hand investigation
of materials across (ACSBL004, ACSBL007, Discussion to show the relationship between
membranes to the ACSBL064, 
 ACSBL101) 
 Working in pairs, Identify and investigate the surface area to volume ration,
surface-area-to-volume conditions under which the following modes of concentration gradients and the
ratio, concentration transport occur in cells: efficiency of diffusion between cells.
gradients and - Active transport A scientific report will be asked to
characteristics of the - Endocytosis hand in for feedback.
materials being - Exocytosis
exchanged (ACSBL047) 
 Students will also be asked to assess
Flow Charts with student led learning their peers at the end of the practical.
Show the progression and mechanisms involved in
the ways particles move in and out of cells.

Conducting Experiments with Expert Groups Extension  Create a risk

Design and conduct an experiment that shows the assessment between
relationship between surface area to volume ration, groups.
concentration gradients and the efficiency of
diffusion between cells Extension  identify and
- Identify the trend between the Analyze the trend between
effectiveness of diffusion to cell’s surface the effectiveness of
are to volume ratio diffusion to cell’s surface
- Use appropriate mathematical approach to area to volume ration.
show the relation between surface area to
volume ration and effectiveness of
diffusion.
Carry out first hand investigations to outline the
relationship between the rate of diffusion and
concentration gradients.
- Results should be tabulated and graphed
between groups Extension Graphs can be
- Discussion should be structured done on excel. Each
Teacher Led Discussion, Higher Order Thinking student should present
Skills with Student Directed Learning one themselves
A class discussion to collate the results of both
experiments. Students should be able to explain
how cells coordinate the exchange of material
through the internal membrane, relating to rate of
diffusion, concentration gradient and surface area

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
to volume ration of a cell. Students will be asked to
individually create a written response after the class
discussion.
investigate cell evaluate and improve the Teacher Led Discussion and Revision with Concept Adjustment Students PowerPoint presentation will be shown
requirements, including quality of data 
 Maps may use the example as with definitions and a quick review on
but not limited to: Pre-Assessment from stage 4/5. Revising terms their practical in special photosynthesis and cellular respiration
employ and evaluate safe “heterotroph” and “Autotrophs”. Quick definitions circumstances (i.e. Missed will also be covered.
– suitable forms of written in book, copied from the PowerPoint practical time, special
work practices and manage
energy, including light Presentation. needs.)
energy and chemical risks 
 Recall the chemical reactions such as respiration First Hand Investigation- Determine the
energy in complex and photosynthesis, in terms of their process, effects of photosynthesis in different
justify and evaluate the use relating to reactants and products.
molecules 
 (ACSBL044) environmental factors.
of variables and

 experimental controls to Students will work in groups of 4, to
Higher Order Thinking Skills with Visual design and conduct a practical
ensure that a valid Representation investigation. Example designs will be
– matter, including procedure is developed that Student led investigation into the requirements of shown in class and students are to
gases, simple nutrients allows for the reliable cells, including organic/ inorganic materials and the modify it in their own way.
and ions 
 collection of data 
 process of removal of wastes.

– removal of wastes Student Directed learning with Expert Groups

Students are to design and carry our first hand
(ACSBL044) 

investigations to determine the effect of
photosynthesis with variables such as
 Amount of light
 Temperature changes
 Availability of Water

Get students to think about variables and what

their importance is.
investigate the evaluate and improve the Student led Discussion with Expert Groups PowerPoint slides continued on revision
biochemical processes of quality of data 
 Working in pairs, students are to recall the of photosynthesis and respiration,
photosynthesis, cell biochemical process of photosynthesis, cell covering equations and explanations. A
respiration and the respiration and removal of waste materials. short video will also be shown so that
removal of cellular Working with another pair, students are to students can see it in action visually.
products and wastes in construct a flowchart or labelled diagram showing
eukaryotic cells the complete process of photosynthesis and cellular Students will take notes down in their
(ACSBL049, ACSBL050, respiration. An example will be provided. workbooks, relevant to the syllabus
outcomes.
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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Teacher Led Discussion with Visual representation Extension Specified in
ACSBL052, ACSBL053) 

PowerPoint presentation with definitions for the given worksheet.
summary.
Key Points- word and chemical formulas for the
respective processes.
Cellular Respiration- Definitions for Anaerobic and
Aerobic and the removal of cellular wastes in cells.
conduct a practical select and extract Teacher led Demonstration Extension Energy to Teacher Demonstration:
investigation to model information from a wide A fun and engaging way to get students excited reaction progress graph Elephants toothpaste: TWO measuring
the action of enzymes in range of reliable secondary about enzymes may be digitized. cylinders set up with hydrogen
cells (ACSBL050) 
 sources and acknowledge Make elephants toothpaste! Materials in the Peroxide, Detergent, 2 different Food
them using an accepted resources column. An interesting way to show how coloring.
referencing style 
 adding a substance can SPEED up a reaction. Show One cylinder gets an organic catalyst-
the difference between the sped of the reaction Yeast
when yeast is added and then when Potassium The other cylinder gets- potassium

 Iodide is added! Iodide.

Ask the class what happened? Why did one foam up

really quickly than the other?

Teacher led Activity with Visual Representation

Introduce Enzymes and their chemical structure.
Students are to individually provide the definition of
an enzyme, written in their books.
Key words: Catalysts & Activation Energy. Provide a
graph to illustrate that less energy is required when
synthesizing or breaking down a molecule.

Explain what is meant by “all enzymes are catalysts

but not all catalysts are enzymes”.

Expert Groups
In groups of 2 or 3, Identify and describe the
different models used to model enzyme activity in
cells. Draw and label diagrams when necessary.
Look at-
Lock and Key Model and Induced Fit Model
Catalase with potato and hydrogen peroxide

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
investigate the effects of employ and evaluate safe Conducting investigations in Expert Groups. Original Resource 3- Working in Groups,
the environment on work practices and manage In groups of 4, design and conduct a first hand students will work through the given
enzyme activity through risks (ACSBL031) 
 investigation to show the effects of environment on worksheet and complete the chosen
the collection of primary enzyme activity. Materials will be provided prior to first hand investigation.
or secondary data justify and evaluate the use design so that students have an idea of what they
(ACSBL050, ACSBL051) 
 of variables and can use. Students are to then type up a full
experimental controls to Enzyme used: Catalase scientific report, complete with
ensure that a valid Substrate used: Hydrogen peroxide. discussion and conclusion as their final
procedure is developed that Each group is to choose one of the following report.
allows for the reliable (groups may double up)
collection of data - Effects of pH
- Concentration of substrate
(ACSBL002) 
 - Temperature
The scaffold provided has basic information about
the practical but students are required to fill out the
Risk Assessment, method, results and discussion
respective to their chosen practical.

Tabulate and graph results in Excel

Individually Complete Questions provided in the
scaffold

Teacher Led discussion Concept Maps leading to

Higher Order Thinking skills
A class discussion to revisit the focus of the inquiry
question, “How do cells coordinate activities within
their internal environment and the external
environment?” Students to prepare concept maps/
mind maps of the content learnt so far together,
and individually create and structure an extended
response (max 1 page) for feedback.

Students to provide feedback on the module so far,

what they enjoyed, what could be changed and
what activities could be incorporated.

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Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
How did this unit of work address motivational and engagement issues with senior students?
What are some Socio cultural learning theory and pedagogic theories that relate to teaching area and the intent of syllabus?
How many students submitted the summative task or attempted to submit it?
Was their any Homework? Was it relevant? How many students complete it on a regular basis?
Were there discipline issues? How can the classroom situation help these issues?
Did they do group work effectively? Were there any issues with students working together?
How was the overall Standard of the work?

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Appendices
Appendix 1- Original Resource 1: PowerPoint Presentation

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Appendix 2: Morphology of Cells.

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Appendix 3- Enzyme Practical Scaffold

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Discussion

Successful knowledge outcomes are met with the incorporation of content and research based, effective pedagogical practice. The renewed biology stage six syllabus allows
students to complete their secondary education at the highest level possible. The new syllabus promotes the student’s creative and intellectual minds in the field of Biology.
The unit of work developed for Module one, Cell as the basis of life, provides students the opportunities to work independently and collaboratively with their peers. Along with
the activities suggested, the teaching and learning strategies provides students the capacity to manage their own knowledge and become responsible decision makers.

Differentiation is a directed process that involves teaching pedagogies that is adaptable, fair and stimulating. It provides students various ways to demonstrate their
knowledge, explore concepts and principles and develop higher order thinking skills (NESA, 2018). The overall context of the learning environment consists of students with
limited range of abilities. To cater the needs for all students within the classrooms, the unit of work comprises of differentiated learning methods. Extension and/ or
adjustments have been made clear within the unit of work so that the students are able to set a pace for themselves to make connections and solve problems. Young and Balli
(2014), explain that when exposed to “advanced instructional strategies and curriculum”, the gifted and talented students demonstrate a significant level of academic
achievement. Individualised Instruction has proven to appeal to student interests so that there is significant improvement among students (Kelly, 2013). The unit of work
strives towards reaching students with different learning abilities, with various pedagogical approaches such as teacher/ student led discussions, concept simulations and visual
representations. Teaching strategies such as think, pair, share and expert groups are used to to encourage collaborative and cooperative learning. Almost all practicals will be
conducted in groups, allowing students to distribute tasks, collate data and conduct peer assessments to help keep track of their own work. It is implied that group work has
proven to cater for students of all learning abilities. Working collaboratively can improve academic and cooperative learning skills (Chiriac, 2014), whilst promoting
organisational and social skills. Providing a range of stimulus materials, problem based opportunities and project based work have been the main outcome for this particular
unit of work.

According to NESA, (2018), an effective unit of work is planned “backwards”, in which the long term results have been identified first and made explicit throughout the
planning. A first hand investigation and a hand in of a scientific report, to determine the activity of enzymes, has been identified as the assessment of learning. To fulfil the
requirements for understanding by design; “results, evidence and leaning plan”, the unit of work prepares students to be able research specifics, design practicals and carry out
a first hand investigation through activities prior to the task. This ensures that students receive a self-directed learning experience through various teaching and learning
strategies that assist them to complete different aspects of the assignment. For example, they will be writing out aims, hypothesis, results and discussions for any teacher

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directed practical investigations. Regular reviews and feedback on their work helps to develop and build on their knowledge, so that they are ready for the summative task.
This unit of work ensures that teachers incorporate motivational and inquiry-based teaching strategies, such as student directed learning, to help develop the skills needed to
meet the final outcome (Roth, 2006). Understanding by Design provides “concise and practical guidance” to meet expected standards for teachers and promotes “self-directed
and life long learning” experiences for students. The unit of work explores the student’s understanding of the content, throughout by asking questions before or after few
lessons on the content taught so far. This ensures that students keep track of their work and are able to make connections between the syllabus outcomes. The overall goal as
a teacher in science, is for the students to think and act like scientists. Understanding by Design provides the framework for continuous improvement in the pedagogical
approach of the teacher and the overall achievement of the student.

As the world of technology continues to change at a rapid space, it is fundamental that teachers and students should be exposed to the innovations that make it possible for
science to grow. This develops the knowledge and skills needed for the students to be successful in the 21st century, as “future focused learner” (NESA, 2018). The
incorporation of ICT in science provides effective and creative ways of thinking about a certain concept. For example, to help with scaling and estimation, the unit of work has
provided a resource that is a virtual stimulus that compares different sizes of various objects, from a coffee bean all the way down to a carbon atom, as you zoom in. While this
activity helps to put things in realistic perspective, it also helps with the understanding of cell size and scaling. While ICT is an important aspect of a positive learning
environment, the impact of literacy and numeracy skills are also considered equally important. Incorporating literacy development skills could be as simple as writing out
definitions when a new topic is introduced. This particular unit of work has integrated Bloom’s taxonomy as a way of classifying the student’s learning needs. For example,
“analyze” is used in scaffolds, mainly for the students who require ‘extension’, unless specified by the syllabus outcome. This particular learning tool can be used to assess the
depth in knowledge of students, down to their cognitive levels (Crowe, Dirks and Wenderoth, 2008). Students should also be taught to be aware of strengths outside of the
biological science. Integrating numeracy in biology will teach students to appreciate the implications of using numerical skills in biology (Quinnell & Wong, 2007). Collecting
data samples from first and second hand investigations, drawing objects to scale and graphing data acquired, are a few examples on how this unit of work strives to
accommodate numeracy within the classroom. It is important that the students learn to appreciate the different skills used within biology to better their understanding of
science as a whole

Teachers have strived to build programs based on the current curriculum, to provide a flexible structure in which the students are able to prepare for higher studies and
opportunities for employment. This unit of work demonstrates three main ideas to in order to enhance and promote effective pedagogical practice. Differentiation,
understanding by Design and the inclusion of ICT, literacy and numeracy provides a platform to further develop and enhance student’s learning abilities.

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References

Chiriac, E. H. (2014). Group work as an incentive for learning- Students Experiences of group work. Frontiers in Psychology, 5, 558. Doi: 10.3389/fpsyg.2014.00558

Crowe, A., Dirks, C., & Wenderoth, M., P. (2008). Biology in Bloom: implementing Bloom’s Taxonomy to enhance Student Learning in Biology. CBE- Life Sciences Education, 7(4),
368-381.

Kelly, G. (2013). Differentiated Instruction in the Classroom (PhD thesis). Retrieved from
https://search.proquest.com/docview/1424274598/fulltextPDF/164DD60EC2A040DBPQ/1?accountid=36155.

NSW Education Standards Authority. (2012). Science. Retrieved 20 March 2018, from http://syllabus.nesa.nsw.edu.au/science/

Quinnell, R., & Wong, W. (2007). Using intervention strategies to engage tertiary biology students in their development of numeric skills. Symposium presentation, Retreived
22nd March 2018, from http://science.uniserve.edu.au/pubs/procs/2007/16.pdf.

Roth, D. (2006). Understanding by Design: A framework for Effecting Curricular Development and Assessment. CBE- Life Sciences Education, 6(2), 95-97. Doi: 10.1187/cbe.07–
03– 0012.

Young, M. H., & Balli, S. J. (2014). Gifted and Talented Education (GATE), Students and Parent perspectives. Gifted Child Today, 37(4), 236-246.

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