[Year 11 Biology Module 1]

[Cells as the basis of life]

Unit plan, 3 Original Resources and the Discussion

Student number: 18926457

Module 1: Cells as the basis of life | Stage 6 | BIOLOGY
➢ Summary ➢ Context ➢ Duration
Module 1 implemented as the introductory module in the Year This unit is designed for a mixed ability Year 11 class. As this is the first module of Year 6 weeks
11 Biology course. 11, it will focus on reviewing and developing student Working Scientifically skills gained
from Stage 5.

➢ 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

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

➢ Key inquiry questions

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

1
 ➢ Assessment overview
➢ Assessment for Learning
Review of stage 5 Learning (Pre-Assessment)
Brainstorm
Students are to use the ‘think, pair, share’ model to
create a class mind map about what they recall about
cells.
➢ Literacy Focus
➢ Written discussion and analysis of practical
investigation results
➢ Literacy Review Scaffold
➢ Explanations of scientific models
➢ Answering questions in scaffolds
2
➢ Assessment as Learning ➢ Assessment of Learning
Students will also be assessed on how they
communicate research using primary and secondary Practical investigations
sources including visual, written and/or oral. The assessment of learning for this module consists of 3
practical investigations determining the effect on the
rate of a biological reaction when environmental
Students are to create a model of a cell to scale. They
conditions are changed. Firstly, students will conduct a
have the choice of creating either a prokaryotic or
practical investigation, with guidance, to determine the
eukaryotic cell. Accompanying their model students will
effect of temperature on enzyme activity. Secondly,
hand in a scaffold describing their cell, its size and what
they will conduct a practical investigation with partial
scale they have used for the model.
guidance to determine the effect of pH on enzyme
activity. Finally, students will independently plan and
Students will work in pairs or groups of three to create a conduct a practical investigation to determine the effect
physical model of the fluid-mosaic model. Students will of temperature on enzyme activity.
peer review each other’s work and provide feedback.
Students will complete a Literacy Review Scaffold which
will assess their knowledge and understanding of the
scientific language used in this module. Students will be
asked to define terms such as hydro, philic and phobic
and provide examples of other terms.
The Module Review at the conclusion of the unit serves
as a summary of the learning throughout this unit. It will
assess students’ understanding of the learning content
and skills through short answer questions.
➢ Numeracy Focus ➢ ICT Focus
➢ Using mathematical skills such as estimation, ➢ Conducting online research activities
applying a mathematical formula and scaling ➢ Using online learning modules
➢ Surface area to volume ratios
➢ Collecting quantitative data from investigations
➢ Analysing numerical data from secondary sources
Feedback will be provided consistently throughout the module through individual guidance for task completion, scaffold answers, peer feedback and peer discussion. There
will be written feedback provided for the assignment of modelling a cell, the Literacy Review and Module Review, as well as for the final three part practical investigation.

➢ Inquiry question: ➢ What distinguishes one cell from another?

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

Descriptor Descriptor Adjustment
Students: Review of stage 5 (pre-assessment): Class Throughout this unit the - Student textbook and skills
● investigate different brainstorm teacher may select book
cellular structures, Students will individually create a mind student pairs or groups For students to use at their own
including but not map focused around what they recall about based on their ability discretion for learning as additional
limited to: cells. They are then to share ideas with level, either by placing resources and for homework
examining of a another student. Finally, the pairs will share lower ability students activities.
variety of their ideas with the class, as part of a class together, or by placing
prokaryotic and brainstorm lead by the teacher, to create a them with higher ability
eukaryotic cells larger mind map about cells, cell structure, students, or let students
(ACSBL032, cell shapes and sizes and organelles. choose their own pairs or
ACSBL048) groups.
Activity: Building a Cell
examining a range of BIO11/12-3: Students work in pairs to research an Adjustment: - Coloured Paper
technologies • select and extract organelle, its size, structure, function and Teacher will give the - Coloured
that are used to information from a the cell type it is found in. (Teacher will students the opportunity pencils/pens/markers
determine a wide range of select the organelle for pairs). Students will to choose which
- Scissors
cell’s structure reliable secondary also draw/model their organelle to scale organelle they would like
sources and to research. - Large sheets of cardboard
and function (e.g. 1micrometre = 5 centimetres) with the
acknowledge them
help of the provided scaffold. Pairs will - Sticky tape, glue and blue
using an accepted Explicit teaching of scale tack
referencing style
present their information to the class. As a
class, students will build a prokaryotic and and numeracy skills and - Laptops/computers with
BIO11/12-4: language required to access to the internet
eukaryotic cell by arranging the
• select qualitative and successfully complete the - Scaffold: Scales
drawings/models of their organelles onto 2
quantitative data and task.
information and
large sheets of cardboard. Scaffold will contain concise
represent them using Students will note information about each information about scales and scaling.
a range of formats, organelle in a scaffold table provided. They Rather than presenting to It will also instruct students on how
3
➢ K& U Content ➢ WS Outcome ➢ Teaching and learning strategies
Descriptor Descriptor
digital technologies will also reflect on what distinguishes one
and appropriate cell from another, and why prokaryotic and
media (ACSBL004, eukaryotic cells have different structures.
ACSBL007, Students will reflect on how these different
ACSBL064,
structures allow the cells to function and
ACSBL101)
survive. Students will fill in a table of
organelles, their description and function
based on the information collated by the
class.
Explicit Teaching: The light microscope
Teacher will show students how to carry a
light microscope and name all the parts as a
and their functions. Students will then be
asked to work in groups of 4 and given a
microscope to become familiar with it.
Students will label a diagram of a light
microscope with all its parts.
Gizmos- Cell Types
Students use an online model of a light
microscope to investigate cell types.
Students will adjust the coarse and fine
focus to investigate the samples and
compare the cell structures between the
samples. The procedure will be guided by a
scaffold sheet which will require them to
label parts of a light microscope, record
4
➢ Extension or
Adjustment
the whole class students
can present to another
pair or small groups. As
this is the first module of
Year 11, the students may
feel less anxious
presenting to smaller
groups rather than the
whole class.
Extension:
The teacher will set up a
microscope with a slide
as a demonstration for
students. The teacher will
explicitly teach the skills
required to do this.
Students will be given the
opportunity to work in
pairs or groups of 3 to set
up a microscope, prepare
a slide and look through
the microscope and
adjust it.
Adjustment:
Students may work in
pairs to complete the
scaffold, especially
students who need extra
assistance.
➢ Resources
to draw their organelle to scale.
- Scaffold: Organelles and
their Functions (table) and
discussion questions
Scaffold will contain a table with the
list of organelles and require
students to provide details about the
size, structure and function of the
organelles. There will also be
discussion questions.
- Compound light microscopes
- Scaffold: Diagram of a Light
Microscope
Students will be given the scaffold to
assist them in becoming familiar
with a light microscope and its
functionality. They will label the
parts and answer questions about
the use of a microscope.
Laptops or computers with internet
access
Cell types Gizmo
https://www.explorelearning.com/in
dex.cfm?method=cResource.dspDet
ail&ResourceID=1066
 ➢ K& U Content ➢ WS Outcome ➢ Teaching and learning strategies ➢ Extension or ➢ Resources
Descriptor Descriptor Adjustment
structure and size data about the cell Student Exploration Sheet for Cell
samples and reflect on the function of the Types
cells. https://el-
gizmos.s3.amazonaws.com/material
s/CellTypesSE.pdf

BIO11/12-3:
• select and extract Activity: Comparing digital technologies - Laptops or computers with
information from a Students will work in pairs to undertake a access to internet
wide range of research task to compare different digital - Scaffold: Digital
reliable secondary technologies that are used to observe Technologies
sources and microscopic samples including light microscopes This scaffold will guide students with
acknowledge them and electron microscopes. Students will be where to find information, and
using an accepted
guided by a scaffold. Students will evaluate how provide subheadings and direct
referencing style
effective they are in different contexts such as questions about the information
fieldwork or laboratory analysis they should be gathering.

Students will also research the new technologies

that are used to study microscopic images and
what influence these can have on other scientific
areas

Students: Adjustment: - zip-lock bag containing 12

● investigate a variety Investigation: Drawing Scaled Diagrams of cells Numeracy language and m&ms and 3 freckles (one
of prokaryotic and Activity: Concept Simulation skills required will be per pair of students)
eukaryotic cell In this task, students will simulate the process of explicitly taught so as to - protractors
structures, including using the field of view of a light microscope to assist in learning to the
- Scaffold ‘Using Field of View
but not limited to: calculate cell size. This activity requires students use microscopes and the
to Calculate Size’
drawing scaled to use estimation to predict size and reflect on micro scale .
the accuracy of using this method. Students will The scaffold will include a The scaffold will provide clear
diagrams of a numbered instructions for students
variety of cells complete this task in pairs, using the given table with clear headers
procedures to estimate the size of an m&m and to enable students to to follow the procedures. The
(ACSBL035) procedures outline how to estimate
comparing and use a given formula that will be used to model record collected data and
how to calculate the size of cells under a use the formula. the size of an m&m and how to draw
contrasting
5
 different cell microscope. Selection of student pairs the field of view as well as using the
organelles and is up to the teachers but formula (size= field of view/number
arrangements can be based on of m&ms). The final procedure also
modelling the numeracy skills. instructs students on how to
structure and estimate the size of a cholate freckle
function of the Extension: from the calculated size of an m&m.
fluid mosaic Students use calculated Students will compare the estimated
model of the cell size of one cell to size with the actual size and
membrane estimate the size of comment on the accuracy, reliability
(ACSBL045) another cell. and validity of the procedures.

Activity: Drawing Scaled Diagrams Adjustment:

Students will research and choose 1 prokaryotic
and 1 eukaryotic cell and draw these to scale
BIO 11/12-4
according to biological drawings guidelines.
• select qualitative and Students will pair up to peer review each other’s
quantitative data and work and the teacher will provide feedback
information and informally.
represent them using
a range of formats,
digital technologies
and appropriate Activity: Comparing and contrasting different
media (ACSBL004, cell organelles and arrangements
Students will complete a scaffold that looks at
ACSBL007,
ACSBL064, different cell organelles and arrangements.
ACSBL101) Students will use textbook or other sources to
answer the questions and complete the tables
which require them to compare the features of
prokaryotic and eukaryotic cells.
Explicit teaching of - Laptops or computers with
scientific/ biological access to internet
drawings and their - Rulers
features. - Lead pencils
- Laptops or computers with
access to internet
- Resource 1: Scaffold: Cell
structures
This scaffold will help students
identify different organelles and
includes electron micrographs of
organelles of different cells for
students to compare and contrast.
The scaffold provides explicit
questions to guide student thinking
regarding the comparing and
contrasting. The scaffold also
includes tables for students to fill in
regarding the function of certain
organelles.

6
 Activity: Examining cells and cell structures Adjustment:
Students will work in pairs or small groups to Teacher will again
examine slides, wet mounts and demonstrate how to - Light microscopes
photomicrographs of different cells and cell prepare slides and wet
- Samples of tissues such as
structures from plants and animal tissues (if mounts before the
onions (for onion cells) or
possible). Students will prepare the slides and students begin the
prepared wet mounts and
BIO11/12-3: wet mounts. Students will draw diagrams of the activity. Teacher will
slides
cells and structures, labelling the visible provide guidance as
• select and extract - Photomicrographs
information from a structures such as cell wall, cell membrane, students prepare slides
wide range of nucleus, cytoplasm etc. and wet mounts.
reliable secondary
sources and Adjustment:
acknowledge Students may examine
them using an prepared slides and wet
accepted referencing mounts.
style
BIO11/12-4: Assessment: Cell Model to scale Adjustment:
• select qualitative and Students will create a model of a cell to scale. Lower ability students
quantitative data and They will have a choice of any eukaryotic or may be given extra time
information and prokaryotic cell. Students will submit a scaffold to prepare their model,
represent them using outlining which cell they have chosen, provide for example by giving
a range of details about its size and structure as well as them the assessment a
formats, digital provide details about which scale they have used. little earlier.
technologies and Constructive feedback will be provided to
appropriate media students.
(ACSBL004,
ACSBL007,
Video: Cell Membrane Overview and Fluid Cell Membrane Overview and Fluid
ACSBL064,
Mosaic Model Adjustment: Mosaic Model:
ACSBL101)
Students will watch a video about the cell Turn on captions on the https://www.youtube.com/watch?v
membrane structure and the Fluid- Mosaic Model video to assist students =LXaPt9i9hqk
and will answer some multiple choice review by providing the
questions about the video about the structure information both audio-
- Multiple Choice Question
and functions. visually and in text. All
Sheet
video resources
This task is designed to guide
Students will be provided a scaffold of the Fluid- throughout this module
students, support their learning and
Mosaic Model of cell membranes and be asked to will have captions
keep them focused during the video.
label the structures as well as answer questions enabled as an assistive
7
 regarding its structure, function and molecules. measure to students.
Students will relate structure to function. - Scaffold: Model Membranes-
structure and function
Scaffold will guide student thinking
with explicit questions regarding the
BIO11/12-4: structure and function of the cell
• select qualitative and membrane.
quantitative data and
Assessment: Activity: Fluid Mosaic Model
information and
Students will work in pairs or groups of 3 to
represent them using Resources: whatever materials
create a physical model of the fluid-mosaic
a range of students require to build their model
model. The choice of materials is up to the
formats, digital student, they can use cardboard, craft materials,
technologies and plasticine etc. Students will then provide
appropriate media feedback to another pair or group about their
(ACSBL004, model, relating their feedback to the structure
ACSBL007, and function of the fluid-mosaic model.
ACSBL064,
ACSBL101)
Assessment: Literacy Review Adjustment:
Students will complete a literacy review scaffold. Specialist staff will be - Scaffold: Literacy Review
This task requires students to consider the origins available for students
This task will test students’
of parts of the scientific terms to help them who need a reader/writer
understanding of scientific terms by
understand the full meaning of the terms. (Terms or other support staff
asking them to provide both
include uni, multi, pro, eu, hydro, phylic, phobic such as a teacher’s aide
definitions and examples.
etc.) Students will also provide examples or give for the assessment.
further information to help explain the context of
certain words. Constructive feedback will be
provided to students once the review is marked.

8
 ➢ Inquiry question: ➢ How do cells coordinate activities within their internal environment and the external environment?

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

Descriptor Descriptor Adjustment
Students: Video: Transport in cells: Osmosis and Transport in cells: osmosis and
● examine the way in diffusion diffusion
which materials can Students will watch a youtube clip which will https://www.youtube.com/watch?v
move into and out introduce them to the concepts of osmosis and =PRi6uHDKeW4
of cells, including diffusion and briefly address active transport.
but not limited to: Students will take notes and compare the two
conducting a processes. Students will recognize osmosis as a
practical type of diffusion.
investigation Adjustment: - Practical Activity Scaffold:
modelling BIO11/12-3 Practical Investigation: Partially permeable Explicit teaching of the Partially permeable
diffusion and membranes- diffusion and osmosis requirements of a membranes- diffusion and
employ and evaluate safe
osmosis work practices and manage Students will conduct a two part investigation scientific practical osmosis
(ACSBL046) risks (ACSBL031) around the movement of particles in solution investigation will precede This scaffold will guide students with
relating the use appropriate technologies across a semi-permeable membrane to model the the practical. Or the concise but specific instructions to
exchange of to ensure and evaluate processes of osmosis and diffusion. Students will teacher will lead a class conduct the practical activity, tables
materials across accuracy work in small groups to follow the given brainstorm about the to record data and explicit questions
membranes to procedures and conduct an analysis of their sections of a practical for discussion and analysis of results.
the surface area results through explicit questions from the investigation (depending
to volume ratio, scaffold. Students will analyse data to explain the on students’ knowledge)
selective permeability of the cell membrane and before the students Practical materials:
concentration
the movement of substances through the cell conduct the investigation. - Dialysis tubing
gradients and
characteristics of membrane. - Iodine/potassium iodide
the materials - Clinistix
being exchanged - 5% starch solution
(ACSBL047) - Glucose solution
- Thistle funnel
- 2 x gas jars
- Retort stand and clamp

9
➢ K& U Content ➢ WS Outcome
Descriptor Descriptor
BIO11/12-3
employ and evaluate safe
work practices and manage
risks (ACSBL031)
use appropriate technologies
to ensure and evaluate
accuracy
➢ Teaching and learning strategies ➢ Extension or ➢ Resources
Adjustment
- Test-tubes
- Test-tube rack
- Rubber bands
- 50ml beaker
Extension:
Students conduct
Practical Investigation: Body shape versus - Practical Activity Scaffold:
research/read the
diffusion Body shape versus
Students will investigate the relationship information in the diffusion
between surface area to volume ratio and the textbook to identify the This scaffold will give the students
diffusion rates of materials. In the experiment the mathematical instructions on how to carry out the
shape of organisms will be simulated by blocks of relationship between investigation, which data to record
agar jelly. The acid Phenolphthalein will be used surface area and volume and also guides their learning
to demonstrate the process of diffusion in the ratio and how substances through explicit discussion
agar jelly. Students will measure the rate of move into and out of questions.
diffusion of the acid into the jelly. Students will cells.
work in pairs of small groups to conduct the Practical Resources:
investigation and answer the discussion - Prepared sheets of agar-
questions. Students will relate the surface area to phenolphthalein jelly in 3
volume ratio to the effectiveness of diffusion. different thicknesses
Students will also analyse the data to understand
- 0.1 M sulfuric acid
why cells are microscopic and have a maximum
size. - 250 ml beaker
- Plastic teaspoon
- Scalpel
- Clear plastic ruler
- Tile or large petri dish
- Strip of paper towel
- Disposable gloves
- Calculator

10
➢ K& U Content ➢ WS Outcome ➢ Teaching and learning strategies
Descriptor Descriptor
Activity: Online Modules (Osmosis and
diffusion)
Individually or in pairs students will work through
the online modules about osmosis and diffusion
with a focus on concentration gradients and the
movement of substances through the cell
membrane from high to low concentrations until
equilibrium is reached. The module contains
information and graphics as well as learning
exercises that the students will complete to
understand the relationship between
concentration gradients and diffusion. Review
questions provide students with immediate
feedback about their understanding of the
concepts.
Research Activity: Properties of substances that
can move through the cell membrane
Students conduct research to construct a table to
identify the physical and chemical properties of
substances (water, glucose, oxygen and carbon
dioxide) that can move in and out through the
cell membranes.
11
➢ Extension or ➢ Resources
Adjustment
Education Perfect: Online module-
Passive Transport- Osmosis &
diffusion
https://www.educationperfect.com/
controlpanel/#/content/browse/scie
nce/2554195/Biology%7C1-Cells-as-
the-Basis-of-Life%7CCell-
Membrane/1595939
This online module guides students
through the process of osmosis and
diffusion focusing on what a
concentration gradient means, and
the movement of substances from
high to low concentrations until
equilibrium is reached. Review
questions throughout the module to
assess student learning.
- Student textbook
- Laptops or computers with
internet access
 ➢ K& U Content ➢ WS Outcome ➢ Teaching and learning strategies ➢ Extension or ➢ Resources
Descriptor Descriptor Adjustment
Students: Flipped Classroom: Education Perfect- Active - Education Perfect Online
● examine the way in Transport Module- Active Transport
which materials can Students will complete the Active Transport https://www.educationperfect.com/
move into and out online module from Education Perfect before controlpanel/#/content/browse/scie
of cells, including they have their lesson on this topic. nce/2554195/Biology%7C1-Cells-as-
but not limited to: the-Basis-of-Life%7CCell-
Membrane/1888992

examining the roles BIO11/12-4 Research Activity: Active Transport, endocytosis Adjustment: Resource 2: Scaffold: Examining the
of active select qualitative and and exocytosis When students have roles of active transport,
transport, Students will work in pairs to conduct research conducted their research endocytosis and exocytosis
quantitative data and
endocytosis and examining what the terms mean, the differences the teacher will lead a This scaffold will include a definitions
exocytosis information and represent between them and examples of their class discussion/lecture table for students to complete in
(ACSBL046) them using a range of occurrences. Their research will be guided by a about active transport, order to make comparisons between
formats, digital scaffold to direct them to the sources of endocytosis and the three terms. It will also contain
technologies and information and what details they should be exocytosis with student explicit questions about the roles of
appropriate media gathering. Students will recognize endocytosis contributions from what the processes and ask for specific
(ACSBL004, ACSBL007, and exocytosis as types of active transport. they have learned and go examples. Students will also produce
Students will create a table to compare the terms through a completed flow a flow chart to outline to process of
ACSBL064, ACSBL101)
by definition and provide examples. Students will chart. the movement of substances into
also complete a flow diagram to demonstrate the and out of the cell.
process of how molecules move into and are
removed from the cell.
- Secondary sources;
textbooks and laptops or
computers
Students: Class Brainstorm and Explicit Teaching: Adjustment: - Student textbook
● investigate cell Teacher will lead a class discussion or brainstorm Students can also watch a - Laptops or computers with
requirements, activity about what students can recall regarding short video about internet access
including but not the terms ‘autotroph’ and ‘heterotroph’. Teacher autotrophs and
limited to: will then explicitly teach the two terms. heterotrophs if they
suitable forms of prefer audiovisual
energy, including sources of information.
light energy and
chemical energy Education Perfect- Energy and
12
 ➢ K& U Content ➢ WS Outcome ➢ Teaching and learning strategies ➢ Extension or ➢ Resources
Descriptor Descriptor Adjustment
in complex Flipped Classroom: Education Perfect- Energy metabolism modules
molecules and metabolism https://www.educationperfect.com/
(ACSBL044) Students will work through the series of smart controlpanel/#/content/browse/scie
matter, including lessons covering photosynthesis and respiration nce/2554195/Biology%7C1-Cells-as-
gases, simple before they cover these sub-topics in class. the-Basis-of-Life%7CEnergy-and-
nutrients and Metabolism/1898424
ions
removal of wastes Adjustment:
(ACSBL044) BIO11/12-4 Research Activity: Photosynthesis The flowchart scaffold
select qualitative and Students will conduct research using a variety of will be available for
sources of secondary data to determine the students who require the - Student textbook
Students: quantitative data and
requirements of plant cells for photosynthesis structuring. Other - Laptops or computers with
● investigate the information and represent
including ions, nutrients and gases. Students will students can create their internet access
biochemical them using a range of
also gather data to create a flowchart outlining own flowchart without - Scaffold: Flowchart of
processes of formats, digital technologies
the biological reactions involved in the process of the scaffold for Photosynthesis (optional)
photosynthesis, cell and appropriate media
photosynthesis. Students will derive word assistance, for those who
respiration and the (ACSBL004, ACSBL007,
equation for the photosynthesis and be able to want to create their own
removal of cellular ACSBL064, ACSBL101) identify the reactants and products in the design.
products and
process.
wastes in eukaryotic
Students can work in
cells (ACSBL049,
pairs if they choose to.
ACSBL050,
ACSBL052,
ACSBL053)

BIO11/12-1 Practical Investigation: Light and Photosynthesis

develop and evaluate inquiry
questions and hypotheses to
identify a concept that can be
investigated scientifically,
involving primary and
secondary data (ACSBL001,
ACSBL061, ACSBL096)
Students will plan and conduct an investigation to
determine the need for light in photosynthesis. - Practical resources and
The materials for the investigation will be materials will be determined
by the teacher, based on
determined by the teacher. Students will work in
pairs to write up the title, purpose, hypothesis, what is available. Students
will base their investigation
materials, procedure and a data recording
method. They will then conduct the investigation on this.
and record their data, analyse it and draw
conclusions.

13
➢ K& U Content ➢ WS Outcome
Descriptor Descriptor
BIO11/12-4
select qualitative and
quantitative data and
information and represent
them using a range of
formats, digital technologies
and appropriate media
(ACSBL004, ACSBL007,
ACSBL064, ACSBL101)
➢ Teaching and learning strategies ➢ Extension or ➢ Resources
Adjustment
Adjustment:
Research Activity: Cellular Respiration The flowchart scaffold
Students will gather information using a variety will be available for - Student textbook
of secondary sources to determine the students who require the
- Laptops or computers with
requirements of plant and animal cells for cellular structuring. Other
internet access
respiration; including ions, nutrients and gases. students can create their
Students will also gather data to create a own flowchart without - Scaffold: Flowchart of
flowchart outlining the main biochemical the scaffold for Cellular Respiration
(optional)
processes involved in respiration. Students will assistance, for those who
derive the word equation for cellular respiration want to create their own
and be able to identify the reactants as design.
requirements and products as waste. Students
will recognize ATP as the vital product of Students may work in
respiration. pairs.

Explicit Teaching and Online Module: Wastes
Teacher will lecture for 5 minutes about the
waste products of cellular respiration. Students
will then work through an online module about
Cell survival which discusses cell requirements
including waste. Students will recognize carbon
dioxide and nitrogenous compounds as wastes
that cells remove. Students explain why the
removal of waste is necessary for metabolic
functioning. Review questions and answers
provide students with immediate feedback.
Extension:
Some students may finish
this task earlier than - Laptops or computers with
others. They may internet access
continue through the - plan Perfect: Online Module
other online modules in about cell survival
the series about cells. https://www.educationperfect.com/
controlpanel/#/content/browse/scie
nce/2554195/Biology%7C1-Cells-as-
the-Basis-of-Life%7CProkaryotic-
and-Eukaryotic-Cells
This module summarises information
about cell survival, highlighting that
waste removal is a necessary
process. Students work through the
information and answer review
questions to assess their learning.

14
➢ K& U Content ➢ WS Outcome ➢ Teaching and learning strategies ➢ Extension or ➢ Resources
Descriptor Descriptor Adjustment
BIO11/12-3 Practical Investigation: Effect of dissolved CO2 Resource 3: Scaffold: Effect of
employ and evaluate safe on pH; effect of temperature on dissolved CO2 dissolved CO2 on pH; effect of
work practices and manage Students undertake an investigation to determine temperature on dissolved CO2
risks (ACSBL031) what effect dissolved carbon dioxide has on the This scaffold contains background
pH of water. Students will work in groups of three information for the investigation,
use appropriate technologies to follow the procedure outlined in scaffold. outlines the procedure, a data table
to ensure and evaluate Students will also demonstrate that the carbon and analysis questions that are
accuracy dioxide concentration in water is effected by adapted from Macmillan Biology
BIO11/12-6 temperature. Students will record their results in NSW Year 11 textbook.
data tables provided and discuss questions with
• use modelling
their group and record their answers. These
(including Practical resources:
discussion questions include identifying controls,
mathematical
explaining their findings, commenting on the - 1 x 50 mL beaker
examples) to explain - hot water (~75 °C)
validity of the experiment and finally discussing
phenomena, make why the effect of temperature on the dissolved - straws
predictions and solve carbon dioxide in water has implications for - cold water (~6 °C)
problems using aquatic species. This experiment also - test tubes
evidence from demonstrates to students that the removal of - test tube rack
primary and wastes is a cell requirement in as is maintaining a
- room temp water (~22 °C)
secondary sources constant internal temperature.
(ACSBL006, This investigation links to situations such as - thermometers
ACSBL010) aquatic species survival to make the experiment - limewater
BIO11/12-2 more interesting for students. - universal indicator
• justify and evaluate
the use of variables
and experimental
controls to ensure
that a valid
procedure is
developed that
allows for the
reliable collection of
data (ACSBL002)

15
Students: Demonstration: Elephant’s toothpaste Extension: The scaffold for the demonstration
conduct a practical The teacher will conduct a demonstration for the Students will be of Elephant’s toothpaste can be
investigation to model students to show them the action of enzymes instructed to conduct found at:
the action of enzymes in and engage them in this subtopic. The teacher their own demonstration http://www.abc.net.au/science/surfi
cells (ACSBL050) will use hydrogen peroxide and yeast (which at home. They will put a ngscientist/pdf/teachdemo26.pdf
contains the enzyme catalase) to create the piece of bread in their
It contains background information,
“elephant’s toothpaste”. The teacher will then mouth and chew it very
Students: the list of materials required for the
ask the students why they think this reaction has slowly, not swallowing,
investigate the effects experiment and the procedure to
occurred. Students may guess what has and note what changes
of the environment on conduct it.
happened in this reaction. The teacher will are occurring. At the next
enzyme activity through explain to the students that the yeast contains lesson, the teacher will
the collection of the enzyme catalase, which speeds up the ask students what they
primary or secondary decomposition of hydrogen peroxide into water observed and why they
data (ACSBL050, and oxygen gas. The teacher will also mention think this might have
ACSBL051) that enzymes work in similarly in the human body occurred. Students
to speed up reactions. should note that the
bread became sweeter
due to its breakdown by
enzymes. Teacher will
explain that it becomes
sweeter due to the
enzyme amylase breaking
down the starch and
converting it into glucose
(sugar).

Video: Enzymes
Students will watch a short video which explains - Video:
enzymes, their specificity, the effect of https://www.youtube.com/
environmental factors and the concept of watch?v=qgVFkRn8f10
denaturing. This video is an introduction to This is a short video about
enzymes and works best with the Enzyme enzymes which will help
scaffold. students define enzymes,
explain their activity and
recognize that environmental
factors effect enzyme activity.

16
 Scaffold: Enzyme ABC-Amazing Biological - Scaffold: Enzyme ABC-
Catalysts Amazing Biological Catalysts
Students will work through a scaffold to fill in the This scaffold guides student learning
blanks about Enzymes from a set of words. through providing a summary of
Students will define an enzyme as a biological enzymes and their functions.
catalyst. Students will also describe Students need to fill in the blanks.
characteristics of an enzyme with key words such
as active site and substrate. Students will
recognize that environmental factors affect
enzyme activity.

Enzyme Models: Adjustment:

Students will work in pairs or small groups to Students will present
gather information from secondary resources their information in
whichever way they - Student Textbook
about enzyme models;
choose; power point, - Laptops or computers with
- lock and key model
brochure, poster, written internet access
- induced fit model
Students will describe these models to explain form, diagrams, stills - Coloured paper
enzyme activity and present their information on video etc. - Coloured pens or markers
a poster.

Practical Investigation: Modelling the action of

enzymes in cells
BIO11/12-3 Students will work in small groups to conduct an
-Scaffold: Modelling the action of
• use appropriate experiment to model the action of enzymes in
enzymes in cells (Pearson Biology
technologies to cells. They will be using the enzyme catalase and
Year 11- Skills book)
ensure and evaluate modelling how it is a catalyst for the
decomposition of hydrogen peroxide into water This scaffold provides the steps to
accuracy
and oxygen. Students will be given a scaffold with carry out the procedure, tables to
BIO11/12-5
these details and they will be required to outline record the data both quantitatively
• derive trends, and qualitatively, as well as explicit
patterns and
the aim of the experiment, as well as identify the
enzyme and substrate for this reaction. They will questions which allow students to
relationships in data analyse the results.
follow the procedure from the scaffold to
and information
conduct the experiment. They will record their
data in the provided tables and identify the Materials:
variables in this experiment as well as comment - Catalase (sourced from
on the reliability and validity of their data. As part potato) (enzyme)
17
 of the final evaluations, students will be asked to - 3% hydrogen peroxide at
link this reaction to what occurs in living cells. room temperature
(substrate)
- Disposable pipettes
- Filter paper
- Holepunch
- Beaker
- 30cm ruler
- Stopwatch
- Safety glasses
- Labcoat

ASSESSMENT: Adjustment:
BIO11/12-1
3 Part Practical investigation: Animal cells, Specialist staff will be
• develop and evaluate
including liver cells, produce the enzyme catalase, available for students
inquiry questions and
to break down hydrogen peroxide into water and who need a reader/writer
hypotheses to oxygen gas. Students will investigate the or other support staff
identify a concept breakdown of hydrogen peroxide (H2O2 ) by the such as a teacher’s aide
that can be enzyme catalase and investigate how the for the assessment.
investigated environmental factors affect the enzyme activity.
scientifically, Constructive feedback will be provided to
involving primary students after the assessment is completed and
and secondary data written work is marked.
(ACSBL001,
ACSBL061, 1. Students conduct a guided investigation Practical Materials- Temperature:
ACSBL096) on the effect of temperature on enzyme - Complete Scaffold
BIO11/12-3 activity - Liver (frozen, fresh, boiled)
• employ and evaluate Students will be given a scaffold with a procedure
- Ice
safe work practices to follow, a table to fill in data and explicit
- Beakers
and manage risks questions at the end, in order to help them
analyse their results. They will determine the - Bunsen burners
(ACSBL031)
effect of temperature on the activity of catalase - Marker
in breaking down (H2O2 ). - Safety razor blade
BIO11/12-5
• derive trends, - Thermometers
patterns and - Large test tubes
relationships in data - Test tube rack

18
 and information - 6% H2O2
BIO11/12-6 - 2ml pipettes or 10ml
• use modelling measuring cylinders
(including - Safety glasses
mathematical
examples) to explain 2. Students conduct a partially guided
investigation on the effect of pH on Practical Materials-pH:
phenomena, make
enzyme activity - Guided Scaffold
predictions and solve
Students will be given a purpose for the - Fresh liver
problems using
evidence from
investigation and a list of materials to use as part - 1M HCL (pH3)
of their experimental procedure. They will be - Water (pH7)
primary and
asked to use the list of materials provided to - 1M NAOH (pH9)
secondary sources
design an experimental procedure to test the
(ACSBL006, - Marker
hypothesis, record their results appropriately and
ACSBL010) - Safety razor blade
conduct an analysis of the data.
- Large test tubes
- Test tube rack
- 6% H2O2 (pH6)
- 2ml pipettes or 10ml
measuring cylinders
- Safety glasses
- Lab coat
3. Students will plan and conduct a first-
hand investigation on the effect of
substrate concentration on enzyme Possible Practical Materials-
activity substrate concentration:
Students will have to plan, design and conduct - Fresh liver
their investigation independently to determine - 6% H2O2
the effect of substrate concentration on enzyme - 0.6% H2O2
activity. They will collect data and analyse it to
- Large test tubes
draw conclusions.
- Test tube rack
Students will deduce from these investigations - Marker
that in order for optimal enzyme activity to occur, - Safety razor blade
environmental factors of the body must be - 2ml pipettes or 10ml
maintained at constant levels. Students will measuring cylinders
recognise that enzymes only work within specific - Safety glasses
environments. - Lab coat
19
 Module 1 Review: - Module 1 Review from
Students will complete a Module 1 review task Pearson Biology 11 NSW
which is comprised of multiple choice and short
answer questions which will become a summary
of the knowledge and skills they have acquired
from this module.

➢ Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Were the students interested and engaged?
How many students submitted their homework?
Did the groups and group work tasks work effectively?
Was the standard of work produced what I expected?
Have the outcomes of the syllabus been achieved?
Did all students independently achieve the outcomes?
Have students progressed in their learning?
Which teaching and learning activities were the most effective?
Which teaching and learning activities were the least effective and require modification?
How can I modify these teaching and learning activities to make them more effective?
What alternative learning activities or resources can be utilised for future use?

20
21
Student Name:

Module 1: Cells as the basis of life

Content: Cell Structure
Inquiry Question: What distinguishes one cell from another?
Outcomes:
Knowledge and Understanding Descriptors
A student: Students:
• describes single cells as the basis for all • investigate a variety of prokaryotic and
life by analysing and explaining cells’ eukaryotic cell structures;
ultrastructure and biochemical comparing and contrasting different
processes BIO11-8 cell organelles and arrangements

Cell Structures
Use your textbooks or other secondary sources to help complete the following activities.
Label the structures of this animal cell.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Label the structures of this plant cell.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

Examine the electron micrographs of the different cell organelles. For each one, label it and describe its structure and
function.
Organelle:
Description:

Function:

1
 Organelle:
Description:

Function:

Organelle:
Description:

Function:

Organelle:
Description:

Function:

What are two similarities between plant and animal cells?

What are two differences between plant and animal cells?

2
Describe the role or function of each organelle in the table below.
Organelle Role or function
Cell wall

Cell membrane

Chloroplasts

Ribosomes

Vacuole

Cytoskeleton

Nucleolus

3
Student Name:
Module 1: Cells as the basis of life
Content: Cell Function
Inquiry Question: How do cells coordinate activities within their internal environment and the external environment?
Outcomes:
Knowledge and Understanding Descriptors
A student: Students:
• describes single cells as the basis for all ● examine the way in which materials can
life by analysing and explaining cells’ move into and out of cells, including but
ultrastructure and biochemical not limited to:
processes BIO11-8 examining the roles of active transport,
endocytosis and exocytosis (ACSBL046)

Examining the roles of active transport, endocytosis and exocytosis

Term Definition
Active transport

Endocytosis

Exocytosis

Compare passive and active transport. What are the similarities and differences?
Similarities between passive and active Differences between passive and active
transport transport

4
What is the role of endocytosis? Provide examples of which substances use this process.

What are the three types of endocytosis? Describe them and provide examples.
1.

2.

3.

Draw diagrams of the 3 types of exocytosis to help you remember them.

What is the role of exocytosis? Give examples of substances that use the process of exocytosis.

Produce a flow chart or diagram to show the sequence and mechanisms involved in the movement of molecules into
and out of cells.

5
Student name:
Module 1: Cells as the basis of life
Content: Cell Function
Inquiry Question: How do cells coordinate activities within their internal environment and the external environment?
Outcomes:
Skills
A student:
• conducts investigations to collect valid
and reliable primary and secondary
data and information BIO11/12-3
• analyses and evaluates primary and
secondary data and information
BIO11/12-5
Knowledge and Understanding
A student:
• describes single cells as the basis for all
life by analysing and explaining cells’
ultrastructure and biochemical
processes BIO11-8
Descriptors
Students:
• employ and evaluate safe work
practices and manage risks (ACSBL031)
• use appropriate technologies to ensure
and evaluate accuracy
• derive trends, patterns and
relationships in data and information
• assess the relevance, accuracy, validity
and reliability of primary and secondary
data and suggest improvements to
investigations (ACSBL005)
Descriptors
Students:
• investigate cell requirements, including
but not limited to: removal of wastes
(ACSBL044)
• investigate the biochemical processes
of photosynthesis, cell respiration and
the removal of cellular products and
wastes in eukaryotic cells (ACSBL049,
ACSBL050, ACSBL052, ACSBL053)

Interpreting data on the effect of dissolved carbon dioxide (CO2) on pH and

the effect of temperature on dissolved carbon dioxide (CO2)
Aim: To

Background Information:
Carbon dioxide is a by-product of cellular respiration during metabolism. It combines with water to produce carbonic
acid (CO2 + H2O  H2CO3). Too much carbonic acid is toxic to cells, because it lowers the pH of the cell fluids making
them more acidic. Therefore, cells need to remove the waste carbon dioxide quickly and efficiently for the body.
Similarly, the concentrations of environmental gases in aquatic environments affect the survival of fish and
invertebrates. Oxygen is fundamental to their basic life processes and carbon dioxide is an animal waste product (but
used by aquatic plants for photosynthesis). When there is an imbalance in these gases, many organisms die. This
situation can be exacerbated in warm weather. Gases that are normally held in solution in the water may gain enough
energy to escape as the water heats up, leaving the organisms with insufficient oxygen or carbon dioxide to sustain life.
(Adapted from Macmillan Biology NSW Year 11- Interpreting data: Effect of dissolved CO2 on pH; effect of temperature
on dissolved CO2)

6
Materials:
- 1 x 50 mL beaker
- hot water (~75 °C) (kept in water bath at 75 °C)
- straws
- cold water (~6 °C)
- test tubes
- test-tube rack
- room temperature water (~22 °C)
- thermometers
- limewater
- universal indicator

Method:
1. Pour approximately 20 mL of limewater into the 50 mL beaker. Insert a straw into the beaker with the
limewater and use the straw to blow into the limewater. If this turns cloudy/milky it confirms the presence of
CO2 .
2. Add 20 mL of the hot distilled water to 4 test-tubes and label them 1-4.
3. Add 2 drops of universal indicator to each test-tube.
4. Use a straw to blow into only test-tubes 1 and 2 for a minute each.
5. After one minute, use the pH chart to match as closely as possible to the colour of the water samples in the 4
test-tubes.
6. Record this pH estimate in the results table.
7. Repeat the process for the cold temperature water.
8. Repeat this process for the room temperature water.

(Adapted from Macmillan Biology NSW Year 11- Interpreting data: Effect of dissolved CO2 on pH; effect of temperature
on dissolved CO2)

Risk Assessment:
Risk Minimisation Strategy First Aid

Results:
Hot water Cold water Room temperature water

+ CO2 No added CO2 + CO2 No added CO2 + CO2 No added CO2

pH after 1 minute
Acidic or alkaline?

Explain your findings:

7
Discussion and Analysis:
1. Which are the control test-tubes?
2. Were these control test-tubes adequate?
3. Explain why two-test tubes were used for each treatment.
4. Evaluate whether this experiment was reliable and valid.
5. Use your results to analyse the effect of dissolved CO2 on the pH and the effect of the temperature of water on
the dissolved CO2. What implications might this have on the survival of species in aquatic environments?
6. Analyse why it is essential species such as humans to maintain a constant internal temperature.

(Adapted from Macmillan Biology NSW Year 11- Interpreting data: Effect of dissolved CO2 on pH; effect of temperature
on dissolved CO2)

Resource adapted from Macmillan Biology NSW Year 11- Interpreting data: Effect of dissolved CO2 on pH; effect of
temperature on dissolved CO2

8
 Discussion
This unit is designed for a Stage 6, Year 11 Biology class of mixed ability, for their first module, Module One: Cells as the
basis of life. Its aim is to enable students to describe single cells as the basis for all life by analysing and explaining cells’
ultrastructure and biochemical processes (NESA, 2017). It also focuses on developing students’ scientific skills,
particularly conducting investigations to collect valid and reliable data and selecting and processing quantitative and
qualitative information using a range of media (NESA, 2017). A Constructivist pedagogical approach has been used to
create the foundations of the unit, underpinned by the teacher guiding student learning through inquiry and active
thinking (Minner, Levy & Century, 2010) as a way to address students’ learning needs.

The unit is specifically designed from the Inquiry Based Learning (IBL) approach that stems from Constructivism (Minner,
Levy & Century, 2010). IBL has a few essential features; learners are engaged by scientific questions, learners prioritise
evidence to allow them to answer and evaluate explanations to scientific questions, learners learn to evaluate their
explanations and finally they can communicate and justify their explanations (Minner, Levy & Century, 2010). The study
of IBL by Minner, Levy and Century (2010) found that this approach of instruction with hands-on activities and inquiry,
increased student engagement, conceptual learning and retention of concepts. In this unit students will learn how to
answer the inquiry questions for themselves with guidance from the teacher through research activities, practical
investigations and collaboration and discussions with their peers. This hands-on learning is more engaging and will
motivate students to learn as well as potentially improve their learning outcomes. It will also develop the students’
ability to manage their own learning and to become flexible, independent thinkers, problem solvers and decision-
makers, as is stated as the purpose of the Stage 6 syllabus (NESA, 2017).

The Understanding by Design (UBD) model has been used to design this unit. The reason for using this model (along
with differentiated instruction) is that it addresses both the outcomes of the curriculum as well as ensuring the
academic success of a class of diverse learners (Tomlinson & McTighe, 2006). UBD focuses on what is taught and what
assessment evidence needs to be collected. This model addresses the challenge of this unit being designed for a mixed
ability class. The unit and its assessments have been created using the ‘backward planning’ strategy proposed by
Tomlinson and McTighe (2006) for curriculum planning. They recommend that teachers firstly identify what students
need to know and understand, then determine how teacher’s will know that student’s have achieved the desired results
and finally, plan the learning experiences and instructions (Tomlinson & McTighe, 2006). These steps have been
followed in creating this unit and its assessments. From the learning activities conducted as part of the unit, the learning
outcomes have been made very clear. For example in the Practical: ‘Interpreting data on the effect of dissolved carbon
dioxide (CO2) on pH…’, the scaffold lays out the outcomes for content and skills that students are required to achieve.
Furthermore, the final assessment is a three-part practical investigation which assesses the summation of scientific skills
developed throughout the unit, particularly the development of practical scientific investigation skills. Prior to doing the
assessment students have already conducted a range of practical experiments and investigations as well as results
analyses to enable them to develop their skills for the assessment. Additionally, the assessment itself is set up so that
students demonstrate their skills first with guidance and then independently. Using this model to create the unit will
9
help ensure that students achieve the required outcomes set in the syllabus and are able to demonstrate this through
the assessments.

Additionally, Differentiated Instruction and differentiation are used throughout the unit as a way to effectively support
student learning, in conjunction with UBD, as recommended by Tomlinson and McTighe (2006). Throughout the unit,
the way the teaching and learning instruction has been delivered has been differentiated. Learning occurs through
various modes including ; online learning modules, practical investigations and experiments, research activities from
both primary and secondary sources, production of diagrammatic and physical models and scaffolds. Students are also
given choices as a way of differentiation for the duration of the unit. For example, a choice of tasks such as which type
of cells to draw, which cell to make a model of, which sources of secondary data to use. They are also given a choice of
how to present the information they gather, for example, when students research enzyme models they can present
their information in whichever way they choose; power point, brochure, poster, written form, diagrams, stills video etc.
This has been used as another way for students to be motivated and engaged in the lessons. The use of differentiation
aligns with the Australian Professional Standards for Teachers, Standard 1.5 “Differentiate teaching to meet the specific
learning needs of students across the full range of abilities” (AITSL, 2014). The use of differentiation in this unit has been
implemented to help cater to the learning needs of all students in the mixed ability class.

The unit is based on student-centered instruction, wherein the teacher is the facilitator for the learning by supporting
students as they engage in scientific practices (Granger et al., 2012). Granger et al. (2012) found that an emphasis on
models and evidence supported student learning and reinforced content learning. Using a student-centered instruction
based approach, in addition to using models and evidence to support student content learning was found to engage
students in science learning and is important for developing students who are scientifically proficient (Granger et al.,
2012). This is why this unit uses this approach and throughout the unit, students will be conducting investigations to
model scientific phenomena. The practical experiment where students model the action of enzymes in cells through
using catalase to decompose hydrogen peroxide, is an example of this. They also conduct many practical investigations
throughout the unit to collect primary data, as well conduct research from secondary sources to enhance their learning
of scientific concepts. For example, students conduct their own research for the topic of active transport, endocytosis
and exocytosis to help them answer questions provided scaffold on active transport. The use of student-centered
instruction in this unit aims to foster student motivation and engagement as well as support student learning needs.

The use of the Constructivist approach specifically through IBL and UBD focusing on student-centered instruction,
hands-on activities and differentiation have been utilised in this unit to address the learning needs of all students.

10
 References

Australian Institute for Teaching and School Leadership (2014). Australian Professional Standards for Teachers.
Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers 29/03/2018

Granger, E., Bevis, T., Saka, Y., Southerland, S., Sampson, V., & Tate, R. (2012). The Efficacy of Student -Centered
Instruction in Supporting Science Learning. Science,338(6103), 105-108.

Minner, D., Levy, A., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter?
Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4),
474-496.

NSW Education Standards Authority. (2017). Biology Stage 6 Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/biology-stage6/ 20/03/2018

Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design : Connecting
Content and Kids. Association for Supervision and Curriculum Development. Retrieved from
https://ebookcentral.proquest.com 29/03/18

11