Year 11 Biology

Lesson 1
Module: 8.3.3 Patterns in Nature Lesson time: 1 hour
Lesson Objectives:

3a) identify some examples that demonstrate the structural and

functional relationships between cells, tissues, organs and organ
systems in multicellular organisms.
Outcomes and Skills: P6, P7, P8, P12.a, d
Resources: PowerPoint cells tissues and organs, Utube video and
Worksheet cells, tissues and organs
Assessment: Questioning and overlooking worksheets
Lesson Sequence:
10mins- Firstly get students into groups of three let them make the
groups but try to mix up advanced students, lower advanced students and
middle students instead of them all just sticking to their own groups. This
way it creates a zone of proximal development where they help each other
out and learn off each other. Hand out the worksheet and get them to
either go to the computer room or if they have their own devices to get
them out.
40mins- I will firstly show the students an Utube clip of cells and how they
are the building blocks to life. Now the students can go and fill out the
worksheet 1 as they explore the internet for the answers instead of me
giving it to them. While they do this I will supervise by walking around and
see how they are coping. Once they have filled in the worksheet on cells I
will go through it with them discussing their collected information and at
the same time have a PowerPoint slide to visually reinforce what they have
learnt/ researched.
10mins- Get them to shut down their computers and hand in their
worksheets so then later after the students have left I will assess their
worksheet and comment on it if they have done well and completed the
task if not then comment on that as well.

Accommodations/Adjustments:
Content
I changed the worksheet so that it has visual aids instead of just words.
Process
All the students can go online or just use the worksheet that is printed out
if they dont want to type and help each other in their groups of three. This
increases socialization which some Non English students need as they
struggle to get tasks completed because they dont understand the
content very well due to their reading and writing skills arent normally
very high. So when they work in groups they could all help each other such
as one reads, one types, and one researches the information. Also I would
do a demonstration out the front so that they can visually see what they
have to do.
Product
That the worksheet is completed as a group task that way they can help
each other instead of working alone and struggling to understand. Cause
even if I dont teach it so they understand their peers can help as well.
Justification:
For students who have language barriers its best to visually reinforce
learning to them as pictures can cross barriers such as language as long as
the pictures have labels or titles. Also for them to work in groups as some
students may be able to explain it better than you to a student who has
little understanding of English because they can simplify it better. This is
because as they have just learnt it. Also showing an Utube clip will
enhance their understanding as they can see the process happening
visually and relate to it rather than you just talking at them and them not
understanding.
Non English speaking background students will find it hard to learn as its
not their first language and they may fall behind because of the language
barrier which is why in peer groups they will be able to keep up as their
peers will help them to understand even if I cant. The more times you can
reinforce something a different way for these students the more they can
piece together what is going on which is why its important to use many
ways of learning and types of resources. Its also important to use
simplified versions of things such as my PowerPoint and table which is set
out in a simplistic way. Educational experts (John Beattie, LuAnn Jordan,
and Bob Algozzine 2006) today support the belief that effective levels of
use of differentiated instruction are essential to accomplish the successful
inclusion of disabled (disadvantaged students as well) in general education

classrooms.