Differentiated

Program

1 In order to demonstrate a differentiated program, here we look at the core module of
the NSW HSC Biology syllabus of Maintaining a Balance. This module is the second of the
core subjects and should be completed in one term, if not less time.

Attached are the first three lesson plans (including resources) for the module Maintaining
a Balance. Each lesson plan has subtle modifications to target the diverse range of learning
needs in the classroom.

2 Scope and Sequence for Maintaining a Balance

Module

9.1 Biology Skills*

Week
1
2
3
4
5
6
7
8
9
10

Content
Enzymes
Homeostasis & Feedback Systems

9.2 Maintaining A Balance

Blood & Blood Products

Assessment


Continuous
Marking

Xylem & Phloem

Kidneys & Urine Concentration

9.3 Blueprint Of Life

Enantiostasis & Plant Adaptations

Evidence for Evolution
Natural Selection

Task 1 (15%)

Teaching in a regular classroom has become more complicated than ever with increased
student diversity, as well as learning experiences and educational standards.
Differentiation is an organized, yet flexible way of proactively adjusting teaching and
learning to meet students where they are and help all students achieve maximum growth
as learners.
In todays classroom, diverse learners that are in need of differentiation include;
Aboriginal and Torres Strait Islander students, students of non-English speaking
background and gifted and talented students. To address the varied needs for these
students, teachers must manage a flexible and effective classroom. In order to do this,
teachers must differentiate content, processes, products/assessment and the environment.

Content:
Ideally ESL and mainstream teachers would collaboratively develop a curriculum that
better supports the needs of NESB students, however the High School Certificate (HSC)
requires certain content outcome to be met.

Process:
Each student arrives in class with their own virtual backpack. The students and what they
bring individual to the classroom plays a huge role in the processes that teachers set out.
This includes the diverse learners, special needs, cultural differences as well as
implementing variety and interest to the classroom.

Environment:
Individual learning and group work is essential to learning in the classroom. Classroom
layout, lighting and nature all assist learning of ATSI students in the classroom.

Product/Assessment:
Continuous marking throughout the semester as well as Student Research Projects are
thoroughly encouraged by teachers to include a range of assessments, which better adapt
to the learning of diverse learners. NESB and ASTI students benefit from this as their
writing skills are usually poorer then mainstream students.

Lesson 1

This lesson, which introduces enzymes with the aid of a PowerPoint presentation and
worksheet, benefits students that favour audio and visual learning styles. The engaging
presentation allows visual students to read and grasp pictures whilst the teacher reads
and explains slides for audio learners.

The use of a clear, simple and thorough presentation supports students of Non English
Speaking background (NESB). These students often struggle with audio, especially in the
classroom where they face chatter and distractions, therefore having a presentation to
read supports their learning.
During class the teacher will run through the presentation, stopping and allowing students
to copy down notes in their workbook. This should be differentiated for individual
students. Teachers should highlight select sentences or lists for NESB students, which
struggle to copy work in the same manner as other students. This technique can also be
used for Aboriginal and Torres Strait Island Students (ATSI). ATSI students likewise
struggle with audio classes, due to the high incidence of hearing impairments. It is
important for teachers to use a clear and slow voice as well as pausing to assist ATSI. This
is because Aboriginal English has slight pragmatic differences to Standard English.

Gifted and Talented students may speed through this introductory work. As this lesson is
content heavy, it should be easy to ask students open ended questions throughout the
class. Asking gifted and talented students questions requiring them to think of real life
examples and explaining to the class, is ideal. If they do not feel comfortable, they do not
need to share, but the idea is for them to be creative and have higher order thinking
questions directed at them.

Lesson 2
The second lesson involves planning and performing a first hand investigation to test how
enzymes activity is affected. This lesson benefits students who favour kinesthetic learning,
as problem solving and hands on approach is used. This learning also favours ATSI
students, as they feel more comfortable using their hands and a creative approach to
answering questions. Classmates are required to work in groups (tables) to complete this
work, which also supports ATSI students learning. Working in groups enables students to
share their knowledge and skills with others whilst collaborating to get the work done in a
timely manner. Within a group of students, different learning styles are preferred which
can highlight each individuals skills, for example one student can be a scriber, one a
timekeeper and one experimenter that adds/removes the equipment.
Working in a group furthermore allows the teacher to wonder the classroom and provide
attention to diverse learners. To further ATSI students, teachers should ask questions on
their set up, aim and expected results, without asking directly, as ATSI students deem this
impolite and belittling. Its is suggested teachers ask the group questions and allow time for
answering as they continue to ask other groups.
Other benefits of asking students questions is the verbal response. For both NESB and
ATSI students, writing and exams are intimidating as reading and writing skills may be
poor. Understanding the content and acknowledging the correct procedures should be
taken into consideration. This informal assessment for NESB and ATSI students is valuable
to their confidence and progression.

Gifted and Talented students should be paired up with like-minded students. Although
sharing academia skills and knowledge is important in the classroom, for group
experiments, bouncing ideas of each other and testing creative minds is highly encouraged.
Gifted and Talented students may be able to predict results; therefore allowing them to
further test and push limits of experiments therefore increasing their learning. Being
mindful of asking what, why and expectations are, is central to their learning.

Lesson 3
The third lesson begins with an activity to stimulate the brain and get students to begin
thinking about homeostasis. This simple activity involves each student to be involved
individually. As they monitor their heart rate during a few scenarios, students become
aware of their body and their surroundings. Drawing connections between the human
body, their environment and how this affects them is lively to this lesson and also aids
ABTI students find their place. Talking about real life examples is valuable to ATSI
students learning.
To aid this lesson, a short PowerPoint presentation is also used. Again, this presentation is
clear, simple and contains many diagrams to assist NESB students. To further support
NESB students in this class, a worksheet is provided so they do not have to write down all
notes from the board. At the end of the presentation a video is shown sum up the class
work. The YouTube video on homeostasis supports learning of all diverse learners.

At the end of the class, students are required to develop their own feedback mechanism
model. Gifted and Talented students are encouraged to develop higher thinking models;
this can be achieved by asking them to develop one that no other classmate does. If they
succeed they win a prize or merit.
As this part of the lesson is student directed learning, all students are to be provided with
textbooks and have access to computers in this lesson. This allows students, particularly of
gifted and talented abilities to choose their own way of learning and to demonstrate to the
class their learning.

Lesson Plan:
MAINTAINING A BALANCE HSC BIOLOGY CORE MODULE 9.2
Lesson

Students Learn to (KNOW)

Students (SKILLS)

9.1.1
Identify the role of enzymes in
metabolism, describe their
chemical composition and use
a simple model to describe
their specificity on substrates.

Learning
Style

Informal
Ass

Evaluation

Outcomes

Most organisms are active in a limited temperature range. (9.2.1)

Strategies:

References and Resources

Introduce new Module

Provide students with dot
point for class

Use PowerPoint to introduce
enzymes

Discuss students knowledge
of enzymes already and what
more they need to know;

Complete the worksheet if
finished early.

Key Comps

Glossary

Scaffolds

ICT

Abor&I /
Multicultural

Values

Biology in Context:
The Spectrum of Life
Second Edition

Chapter 5.1 pp. 2225

Chapter 5.2 pp. 2259


PowerPoint on Enzymes

Worksheet on Enzymes

Coordinators
Signature

Gen/C&C/Work

Reg
Date

Lesson Plan:
MAINTAINING A BALANCE HSC BIOLOGY CORE MODULE 9.2

Most organisms are active in a limited temperature range. (9.2.1)

Lesson

Students Learn to (KNOW)

Students (SKILLS)

Strategies:

9.1.1
Identify the role of enzymes in
metabolism (from L1)

9.1.2
Identify the pH as a way of
describing the acidity of a
substance.

9.1.10
Identify data sources, plan,
choose equipment or
resources and perform a first-
hand investigation to test the
effect of:
- increased temperature
- change in pH
- change in substrate
concentrations on the
activity of named
enzyme(s).

Provide students with dot
point for class

First 20 minutes of lesson
students to write up their own
- Aim
- Hypothesis
- Equipment
- Safety
- Method
to test the effect of increases
temperature on enzymes
activity. Additional
experiments; change in pH
and concentration.

Provide students with
textbook and previous
students investigation.

Second half of lesson, perform
investigation

Learning
Style

Informal
Ass

Evaluation

Outcomes

Key Comps

Glossary

Scaffolds

ICT

References and Resources

Abor&I /
Multicultural

Values

Biology in Context:
The Spectrum of Life
Second Edition

Chapter 5.2 pp. 2259
Investigation 1 pp. 2747

Textbook pages for
investigation

Ex-students Investigation

Coordinators
Signature

Gen/C&C/Work

Reg
Date

Lesson Plan:
MAINTAINING A BALANCE HSC BIOLOGY CORE MODULE 9.2
Lesson

Students Learn to (KNOW)

9.1.3
Explain why the maintenance
of a constant internal
environment is important for
optimal metabolic efficiency.

9.1.4
Describe homeostasis as the
process by which organisms
maintain a relatively stable
internal environment. (4)

9.1.5
Explain that homeostasis
consists of two stages:
- detecting changes from the
stable state
- counteracting changes
from the stable state. (5)

Learning
Style

Informal
Ass

Evaluation

Outcomes

Most organisms are active in a limited temperature range. (9.2.1)

Students (SKILLS)

9.1.11
Gather, process and analyse
information from secondary
sources and use available
evidence to develop a model
of a feedback mechanism.

Strategies:

References and Resources

Provide students with dot point
for class

Activity: Students take heart rate
at different levels. Discuss what
happens to conclude lesson

Use PowerPoint to discuss and
write notes

Video which explains how
homeostasis works in our bodies:
https://www.youtube.com/watch?v=XZxuQo3ylII
another one that is simpler:

Biology in Context:
The Spectrum of Life
Second Edition

Chapter 5.3 pp. 22933

PowerPoint: Homeostasis

Activity sheet for teacher to
explain to class

NESB: Homeostasis
worksheet

https://www.youtube.com/watch?v=d2YWonZsh_M

Begin student centred learning:
Develop a model of a feedback
mechanism

Key Comps

Glossary

Scaffolds

ICT

Abor&I /
Multicultural

Values

Coordinators
Signature

Gen/C&C/Work

Reg
Date

Enzymes:

What are they?




What do we need them?




Examples?





Lock & Key Model
Description








Diagram

In your own words:

Induced Fit
Description








Diagram

What does Rate of Reaction mean?








List the 4 variables that affect Enzymes reaction rate.

1 -
2 -

3 -

4 -

Briefly describe each factor;

1 -



2 -



3 -



4 -





Enzyme names usually end with ~ase; such as catalyse, and the name often, but not
always, identifies the substrate that is acted on by the enzyme.






The enzyme fits into its substrate at a small part called the what?




The enzyme and substrate join to form a what?




What happens to the enzyme once the products are released?




Complete the glossary for enzymes:
Co-Enzyme/Co-factor

Metabolism

Substrate

Catalyst

Protein

Active Site

Catabolic Enzyme

Anabolic Enzyme

pH

Concentration

Denaturation

Saturation Point

Homeostasis Activity
Engage students in the following activity to experience negative feedback:

1. Tell students another good example of the body maintaining homeostasis
happens when we exercise. As our respiration increases during exercise, our
bodies respond by increasing our breathing and heart rate to remove the extra
carbon dioxide we are producing and increase the amount of oxygen. When we
are finished exercising, the body will work to normalize our breathing and heart
rate. Explain to students that the negative feedback mechanism in our body is
responsible for normalizing breathing and heart rate after exercise.
2. Ask students to take their pulse for 15 seconds. They can multiply this number
by 4 to get their resting pulse rate at 1 minute.
3. Next, ask students what they think will happen to their pulse rate after they do
jumping jacks for one minute. Ask for predictions for how much they believe
their pulse rate will increase. Then ask students to stand up, spread out, and do
jumping jacks for 1 minute.
4. Immediately after the exercise, ask students to again take their pulse for 15
seconds. Students can again take this number and multiply it by 4 to get their
pulse rate at 1 minute. How much did their pulse rate increase?
5. Ask the class to predict how long it will take their pulse rate to return to the
resting pulse rate they first measured. Have students take their pulse rate after 2
minutes, 3 minutes, etc. until it returns to their resting pulse rate.
6. A third example of homeostasis in the body can be illustrated by watching the
eyes for pupil reactions to different lighting situations. Divide students into small
groups to try experimenting with a flashlight. Ask for volunteers within the small
groups to briefly shine a flashlight at their eyes. The other students should
observe what happens to the volunteers pupils. How quickly do the pupils
dilate? How quickly do they return to a normal size? Depending on your class, it
may be better to try turning the lights on and off in your classroom and have the
students observe each others eyes for changes in their pupils.
Have students apply this concept of balance to their personal lives