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
Biology course
This unit is designed for a classroom of students with mixed ability and learning approaches. 6 weeks
This unit requires regular access to ICT devices, or alternatively BYOD. This unit is designed for
schools within the Western Sydney Region, as means of providing lose proximity to the
Western Sydney University for associated microscope studies (See below). Such differentiation
to meet all learning needs is met through emphasis on independent and collaborative research,
as well as collaborative practical tasks and ICT usage.

Content Focus
Cells provide the backbone for all of life on Earth, centred upon the evolution from unicellular to multicellular organisms. Within this unit, students examine both the structure and
function of organisms at a cellular level, demonstrating understanding of biochemical processes, and the provision and removal of materials both to and from cells within organisms.
Furthermore, students are introduced to the study of microbiology, and the tools used by scientists to enable discovery of data.

Working Scientifically Focus

Students will utilise working scientifically skills to plan, conduct, and analyse investigations, as means of identifying trends within cell function.

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

What distinguishes one cell from another?
How do cells coordinate activities within their internal environment and the external environment?
Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
Student assessment for learning is Assessment as learning Students design an extended response in the form of a report pertaining to cell
enhanced and demonstrated demonstrated via completion of structure and variance. Students create a response to the following question;
through multiple forms of pre- engagement tasks, including
1
 assessment activities. Completion of
the ‘Senior Snakes and Learning
Ladders’ pre-assessment measures
student foundation knowledge of
prior content. This unit places heavy
emphasis upon discussion activities
prior to new sub-topics, engaging
students to share their prior
understanding to gauge the depth at
which the content ahead must be
presented.
practical results, designing of
methods of investigation, and peer-
assessment through associated
Google Classroom submission links.
Assessment as learning is also
demonstrated within the unit
through regular informal and
occasionally formal questioning of
students during presentations, or
during practical investigations.
“Describe the manners in which scientific advancements in regards to technology
and resource availability have shaped our understanding of cell structure. Your
response should also include various methods of investigating cell structures,
including different types of microscopy techniques. Foremost, your response
should discuss the manners in which we as individuals understand cellular
processes, and how the exchange of energy and nutrients required during these
processes provides a basis of all life”. Students are advised that time will not be
allocated during lessons to write their responses, however students are expected
to use their findings learned throughout the topic to include in their response.

Literacy Focus Numeracy Focus ICT Focus

Dominant literacy focus is emphasised upon the
development and application of appropriate
metalanguage. Student literacy skills are
demonstrated via their responses to collaborative
and independent research tasks, as well as
requirements of appropriate metalanguage usage
during data analysis in practical activities. Further
literacy skills are enhanced and expressed through
analysis and application of metalanguage from ICT
resources.
Dominant numeracy focus focuses upon the
creation and recording of numerical values in
graphs, tables, and simulation questions. Students
demonstrate proficient understanding of numerical
values through activities of scaling and
magnification, to be further enhanced by
calculations of photosynthetic rate during practical
activity and interpretation of simulation data,
including tables and graphs.
Key ICT development is enhanced through multiple
instances of secondary research. Students use ICT
engagement to demonstrate interpretation and
analysis of data, justifying the reliability of these
resources. Furthermore, students focus ICT
development via simulation resources.

Inquiry question: What distinguishes one cell from another?

K& U Content WS Outcome Descriptor
Descriptor
 LW1 (LW1.a – LW1.e) WS8 Students solve
problems by:
d. Using cause-and-effect
relationships to explain ideas.
2
Teaching and learning strategies Extension or Resources
Adjustment
Collaborative Practical Pre- Team sizes and “Senior Snakes & Learning
Assessment quantity can vary based Ladders” (Resource A)
Students and teacher will introduce upon class size. Students are provided a copy of
themselves to their peers before structured documentation to
completing an informal pre-assessment Teams comprised of assist their activity (See Resource
via interactive game ‘Senior Snakes & students with higher A). Using this resource and the
 WS9 Students communicate
by:
e. Presenting scientific ideas
and information for a
particular purpose, including
constructing evidence-based
arguments and using
appropriate scientific
language, conventions and
representations for specific
audiences.
 Investigate different BIO11/12-6
cellular structures,  Use scientific
evidence and critical
including but not
limited to: thinking skills to solve
problems.
Describe a range of
technologies that
are used to
determine a cell’s
structure and
function.
BIO11/12-6
 Use modelling
(including
3
Learning Ladders’ (Resource A). ability may be associated interactive game
Students will be advised that challenged by more board, students demonstrate
participation is expected as a whole complex questions or their prior foundational
class. Prior to the completion of the scenario-based knowledge in a non-invasive
pre-assessment, students are advised questions, e.g ‘How has environment.
of classroom expectations in relation to our understanding of
behavior and participation. cell structure
influenced
Following completion of the pre- development in
assessment, students will be informed pharmaceuticals and
of their final assessment, and advised medicine?’
that time will not be allocated during
class hours to complete their task.
Introduction to Inquiry Question & Students within an
Student-Led Collaborative Brainstorm advanced class are
Students are to be posed the question challenged to infer the
‘what is the smallest object you can see units of measurement
with your eyes?’. After collaboratively that may be used to
discussing possibilities, students describe these objects,
answer the inquiry question in their down to a cellular level
smart devices of ‘what technologies including millimeters,
allow us to see objects smaller than and nanometers.
visible to the naked eye?’
http://learn.genetics.utah.edu/c
Student Excursion Introduction ontent/cells/scale/
Students are to be provided an outline
Scaling simulation demonstrates
of their excursion, before being
comparative images between
provided permission notes. Students
visible objects to cells, and the
are advised
scale of size within each.
Microscopes & Slides
Visual Demonstration of Comparative
Students are provided pre-
Sizes in the Body
Student discussion of visible vs non- prepared microscopes and slides
visible objects is assisted with a visual comprising of light microscopes
 mathematical demonstration via scaling simulation
examples) to explain comparing the size of small particles to
phenomena, make cells.
predictions and solve
problems using
Teacher-Led Demonstration & Mini-
evidence from
Presentation
primary and Students will be introduced to
secondary sources. microscopy and a basis of what this
achieves, before being shown via
demonstration different types of pre-
prepared slides under microscopes.
Students observe these microscopes
slides and hypothesize what each may
be, and what it is used for. Teacher will
then lead students through a mini-
presentation via Nearpod describing
how microscopes work, as well as their
benefits/limitations in scientific
understanding. Presentation includes
imagery labelling each component of
microscopes. Teacher describes
different usages of microscopes
dependent on style, including confocal
microscopes and light microscopes.
and dissection microscopes, as
well as slides of red blood cells
and onion cells.
Nearpod Presentation
Dependent on resource
Presentation uses emphasis on
availability, microscope visuals such as pictures and
slides may be videos that describe functions
presented as a visual and benefits of different types of
image during mini- microscopes, as well as impacts
presentation. Students of changing technological
with visual capabilities on scientific research.
impairments may Presentation includes quiz
follow the Nearpod questions to determine student
presentation via their understanding
smart device if
preferred.

Student-Led Investigation Microscope and Slides (See

BIO11/12-4 Students return to prior demonstration In classrooms of lower above)
 Apply quantitative set-up of microscopes and are ability, the name of the
processes where instructed to use their understanding microscope and cell
appropriate to infer whether the slides type is provided, but
demonstrate a focus on structure, size, students are still
encouraged to try to
4
 or movement based upon the infer whether the
microscope used. microscope
demonstrates structure
or function.

Mind-Map Template & Research

Student-Focused Independent If required, a pre- Devices
BIO11/12-7
Comparative Research designed mind-map
 Select and apply Template consists of a center-
Students will be instructed to design a template is provided to
appropriate scientific point of ‘Microscopes’, with
mind-map branching from the center- students of lower
notations, branches leading to discussions of
point of ‘Microscopes’, before learning ability, with
nomenclature and ‘microscope type’ into ‘uses and
independently researching the terms certain key-words
scientific language to benefits’.
‘simple vs compound microscopes’, the completed.
communicate in a uses of fluorescence tagging, gram- If preferred, students Students use their own devices,
variety of contexts. staining, and phase-contrast. Students may research in pairs. or research within a computer lab
use this understanding to expand their However, BOTH if required.
mind-map as means of visually students must show
comparing or contrasting microscope evidence of completed
usages. Students are to be advised to work in their own
consider units of measurement when books/smart device.
investigating each cell size and
structure.

Student Collaborative Research Dependent on student Research Devices/ Google

BIO11/12-7 Presentation ability or potential time Classroom
 Select and apply Students will be instructed to research constraints, students Students use their own smart
appropriate scientific in groups of 3-4 another TWO types of may either present devices, or research within a
notations, technologies used to determine cell their findings to the computer lab if required.
nomenclature and size and/or function. Students are class, or elsewise A Google Classroom link will be
scientific language to advised to design their research into a simply upload their set-up and provided by teacher
communicate in a 2-3 minute long PowerPoint or Prezi, presentation into a upon completion of activities.
variety of contexts. demonstrating a background of the Google Classroom A data projector may required for
technology, its main usages, and its folder to share with presentations.
BIO11/12-3
benefits/limitations in scientific other students as a
research and understanding. Each class.
5
  Select and extract
information from a
wide range of reliable
secondary sources
and acknowledge
them using an
accepted referencing
style.
 Investigate different BIO11/12-5
cellular structures, Assess the relevance,
accuracy, validity and
including but not
limited to: reliability of primary and
secondary data and suggest
 Examining a
improvements to
variety of
investigations.
prokaryotic and
eukaryotic cells.
BIO11/12-6
Use modelling (including

mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and secondary
sources.
BIO11/12-5
 Derive trends,
patterns and
6
presentation is to be uploaded into a
Google Classroom folder for students
to download and use for study
material.
Student-Driven ‘15 Point System’ Students of a higher 15 Point System Template
Research Task ability are challenged Students are provided a
Students will be posed as a class to achieve a total of 20 document that explain the basis
discussion the question ‘What sets the points, providing more of this model, before outlining
differences and similarities between opportunity for the allocated points for each task.
prokaryotic and eukaryotic cells?’. research expansion.
Students utilise their smart
Using a 15-point guidance system,
devices to achieve 15 ‘points’ of
students undertake collaborative ICT
research.
research in pairs to compare these cells
in relation to ribosomes, cell wall,
flagellum, evolution, and abundancy,
as well as noting significant differences
between the cell types. Students will
also investigate the differences
between unicellular organisms vs
multicellular organisms, citing specific
examples. ‘Points’ are to be allocated
based upon depth required for a
response, with students instructed to
achieve greater than or equal to 15
‘points’ of research.
Teacher-Guided Visual Demonstration If required, scaffolding Visual Imagery
& Guidance Table may be presented with http://sepuplhs.org/middle/texas
Upon completion of student research, some answers partially 7/simulations/cell.html
teacher will guide students through

BIO11/12-3
 Investigate a variety of BIO11/12-6
prokaryotic and
eukaryotic cell
structures, including
but not limited to:
 Drawing scaled
diagrams of a
variety of cells.
7
relationships in data visual imagery and simulated videos
and information. demonstrating comparisons and
contrasts of each cell type. Teacher
allocates students a table showing
images of each cell type, wherein
students fill in missing blanks relating
to specific cell features such as
‘presence of cell wall? Y/N’.
Student-Focused Inquiry Task
 Use appropriate Students investigate and design in
groups of 3-4 a visual comparison chart
technologies to
using bacterial cells, and that of a plant
ensure and evaluate
and animal cell of their choice.
accuracy.
Students align their findings into a
small presentation (1-2 minutes) to
share with the class. Students are
expected to outline the key differences
and similarities in structure, as well as
investigating the function of each cell
chosen.
Introduction to Scaling & Microscope
 Use Set-Up
modelling (including Students are advised that they will be
studying organisms underneath
mathematical
microscopes. Prior to this, students
examples) to explain must complete small activities relative
phenomena, make to scaling & the set-up of a microscope.
predictions and solve Furthering this, students must
demonstrate an understanding of
problems using
scientific notation and a basic
evidence from
primary and understanding of magnification, before
completing relevant activity sheets
secondary sources.
involving labelling, and components of
a scientific diagram.
filled in to assist Students use the above resource
students. to create and compare cell types,
with the ability to vary the cell
created as means of
understanding differentiation in
cells. Students use this resource
to complete their required table.
Comparison Chart
Role statement sheets
Chart includes photos attained
may be provided if
from secondary sources of both
preferred, allowing the
plant and animal cells, as well as a
tasks of research,
bacterial cell. Students combine
design, construction of
their completed chart into either
content, and presenter
a PowerPoint, Prezi or Nearpod
to be shared.
presentation.
Pre-filled examples of ‘Microscopic Refreshment’
calculation of scale and Activity Task
scientific notation are Activity task provides content
provided where need relating to the task of scaling
be. Advanced students drawings, such as appropriate
are provided a sample calculations and example
answer with no formula
questions of calculating this scale.
for magnification Activity also includes calculations
provided, instead
for magnification, and how
required to find the
magnification may change
formula via reversing pending on cell type. Students
their provided answer. also cover a refresher activity of
scientific notation.
 BIO11/12-2
 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.
BIO11/12-4
 Apply quantitative
processes where
appropriate.
 Evaluate and improve
the quality of data.
 Investigate a variety of BIO11/12-7
prokaryotic and  Select and use
suitable forms of
eukaryotic cell
structures, including digital, visual, written
but not limited to: and/or oral forms of
communication.
Comparing and
contrasting
different cell
organelles and
arrangements.
8
Student-Driven Practical Design &
Experiment
Students are given as a verbal
discussion the question ‘How do
microscopes allow us to visualize
cells?’. Following group discussion,
students are instructed to formulate an
investigation pertaining to cell
structure and how to identify different
cell types through a ‘cell-stations’
setting, as demonstrated through
Resource B. Students are further
expected to demonstrate
understanding of ethical practices
through composition of a risk
assessment, as well as detailed
understanding of scaling and
appropriate graphing/analysis of data
(Resource B).
Inquiry-Driven Discussion
Students are instructed to form groups
of 3-4 and create a mind map with a
center-point of ‘CELLS’. Students are
challenged to create stems from this
that branch to prokaryotic and
eukaryotic cells, before creating a sub-
branch labelled ‘organelles’. Students
list as groups their current
understanding of the term organelles,
and its significance in each cell type.
Students are advised that they will
return to this mind map to compare
Dependent on time and Resource B: Practical
student ability, Investigation
students are provided
Students use their given practical
an opportunity to manual (Resource B) to complete
prepare their own
an associated practical
slides, following an investigation pertaining to
additional activity
viewing cells under a microscope.
within the method list Students utilize their findings to
(Resource B).
answer questions and furthering
activity seen in the results section
and questions section in their
document.
Cells Mind-Map
Students are provided a mind-
map template with a centre-point
of ‘cells’. Below each branch
spaces are allocated for students
to describe each topic addressed,
such as an organelle’s structure,
before a second sub-branch is
allocated for ‘function’.
 their prior knowledge with new
findings.
BIO11/12-5
Teacher-Guided Mini-Presentation
 Derive trends, Students are guided through a Nearpod
patterns and presentation relative to organelles
relationships in data including the organelles of each cell
and information. type, their purpose, benefits deriving
from evolutionary patterns, and their
arrangement within the cell. Students
complete associated activities including
labelling of visual demonstrations.
BIO11/12-5
Student-Led Practical Demonstrations
 Derive trends, Students create groups of 3-4 before
patterns and being provided with play-dough of
varied colors. Students are advised to
relationships in data
design and create a scaled prokaryotic
and information.
and eukaryotic cell using the play-
 Assess error,
dough as demonstrated in resources
uncertainty and tab. Following completion of their cells,
limitations in data. students analyse their cell structures
against their prior table and simulated
model to confirm accuracy in structure
as linked within the resources tab.
9
Nearpod Presentation
Nearpod presentation contains
relevant information to confirm
student prior knowledge, as well
as further depth in sub-topics
such as benefits, and evolutionary
patterns of cells. Presentation
contains relevant questions, as
well as spaces provided for
written responses to gauge
understanding.
Play-Dough Practical
Investigation
Students may be
https://www.pinterest.com.au/pi
provided a sample cell
n/367676757058487031/
to use as model
guidance if required. Students are provided access to
the above link to compare their
final results. Play-dough is to be
moulded into various shapes as
means of creating ‘sub-
structures’ within a cell to
represent organelles. Students
use their prior completed chart
and simulation results (see
above) to confirm reliability of
their created models.
 BIO11/12-3
BIO11/12-5
 Investigate a variety of BIO11/12-7
prokaryotic and
eukaryotic cell
structures, including
but not limited to:
Modelling the
structure and
function of the fluid
mosaic model of the
cell membrane.
Student Excursion Materials
 Employ and evaluate Practical Excursion Students are provided a letter to
Students partake in practical excursion Students unable to provide to parents/caregiver,
safe work practices
to Western Sydney University, ensuring attend the excursion with an accompanying permission
and manage risks.
to note and follow all required safety are provided sample slip. Practical manual of specific
 Use appropriate procedures during their time spent at notes which outline the methods is provided on the day
technologies to the University. Students use their activities partaken by by University staff. Students are
ensure and evaluate provided activity sheet to expand their students. Students can provided a set of activities during
accuracy. understanding of cell nature (Resource use these notes within each of their practical stations
B), by examining various microscopic their assessment. (Resource B).
techniques and methods of cell
 Assess error, identification, including gram stains.
uncertainty and
limitations in data.
Student-Focused Mind Map Activity Mind-Map
 Assess error, Students are instructed to return to Students re-visit their prior-
uncertainty and their mind maps, and if not already created mind map, before
limitations in data. present to create a branch titled creating new branches to explain
‘membrane’ in both their prokaryotic and outline new content relative
 Construct evidence-
and eukaryotic sectors. Students are to membranes within prokaryotic
based arguments and
asked to include their understanding of and eukaryotic cells.
engage in peer
the term ‘fluid mosaic model’, and are
feedback to evaluate
provided time to note their
an argument
understanding of the membrane and
or conclusion.
its structure and function. Students are
encouraged to follow a ‘think-pair-
share’ basis to share understanding
with their peers.

BIO11/12-5 Teacher-Guided Membrane Nearpod Presentation

 Derive trends, Introduction Presentation contains visuals to
patterns and Students are demonstrated through a highlight the structure of
relationships in data teacher-led mini-presentation the membranes, as well as links to a
and information. structure of the membrane, as well as
10
  Assess the relevance, its function and purpose. Presentation simulation depicting a
accuracy, validity and is aided by an accompanying membrane.
reliability of primary simulation for students to explore Membrane Simulation
and secondary data depicting the diffusion of particles https://phet.colorado.edu/en/si
and suggest across a membrane, comparing leaking mulation/legacy/membrane-
improvements to channels or gated channels. Students channels
investigations. create a table to highlight their results Within this simulation, students
of particles moving across the gated work in pairs to allow particles to
channel vs the leaking channel. travel across the membrane via
either a gated or leaking channel,
before comparing the results of
each factor.

BIO11/12-6 Student-Led ICT Secondary Research Dependent on time Students utilize ICT devices for
 Use scientific Students are posed by the teacher the constraints, students research of content and creation
evidence and critical question ‘How does the Phospholipid may submit their task of presentation.
thinking skills to solve bilayer influence membrane directly to the Google Presentation may be in the form
problems. potential?’. In groups of 3-4 students Classroom folder, of a Prezi, or PowerPoint.
collaboratively research the structure before downloading a
BIO11/12-7 of the phospholipid bilayer within a separate group
 Select and use membrane and its function within the presentation and
suitable forms of fluid mosaic model. Students are briefly analyzing it as a
digital, visual, written advised to present their findings as a homework task.
and/or oral forms of mini-presentation (1-2 minutes) with
communication. emphasis on visual cues including
pictures or diagrams, before uploading
their presentations into a Google
Classroom folder.
BIO11/12-5 Student-Driven Model Development Model Development
 Assess the relevance, Students are provided different colored Students are provided sufficient
accuracy, validity and play-dough and are instructed to play-dough to create each desired
reliability of primary create a scaled diagram depicting the organelle (required level is
and secondary data fluid mosaic model, before completing dependent on classroom ability).
11
 and suggest a labelled drawing in their books
improvements to including the phospholipid bilayer and
investigations. polar heads vs non-polar tails.

Inquiry question: How do cells coordinate activities within their internal environment and the external environment?
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
 Investigate the way in BIO11/12-3 Student independent research Students of lower Students utilize ICT devices to
which materials can Students are instructed to ability are provided a conduct secondary research
 Select and extract
independently research the term pre-designed diagram, pertaining to their content
move into and out of information from a
osmosis. Within their responses, wherein students must required.
cells, including but not wide range of reliable
students are expected to outline the label the components Comparative Chart
limited to: secondary sources
process of osmosis, its effects on water present.
and acknowledge Students are provided a template
balance, and a comparison between
 Conducting them using an for a chart to compare plant vs
hypertonic vs isotonic environments
a practical accepted referencing animal cells in terms of osmosis
within a cell. Students must use their processes in given environments.
investigation mo style.
research to create diagrams depicting
delling diffusion the process of osmosis within both
and osmosis. plant cells and animal cells.

BIO11/12-3 Student-Led Practical Demonstration Osmosis & Diffusion Station-

Teacher uses a station set-up to Setup Demonstrations
 Employ and evaluate
demonstrate osmosis through 4 Celery Sticks: Students place a
safe work practices
practical demonstrations including celery stick into a beaker filled
and manage risks.
gummy bears in water, celery sticks in with water of differently-
BIO11/12-4 water & food dye, as well as diffusion coloured dyes. Students observe
 Evaluate and improve of a gas and diffusion in a liquid. the rate at which each colour
the quality of data. Students are given time at each station absorbs through the cells in the
to test each demonstration, before celery and it’s rate of
BIO11/12-7 recording their findings in regards to progression.
12
  Select and apply similarity or difference. Students are
appropriate scientific challenged to create a written
notations, paragraph inferring what their results
nomenclature and suggest, based upon the question ‘how
scientific language to can scientific models and practical
communicate in a demonstrations influence our
variety of contexts. understanding of diffusion and
osmosis?
Gummy Bears: Students observe
the rate at which a gummy bear
absorbs water compared to salt
water and how much the bears
‘grow’.
Gas Diffusion: Students observe
the time taken for a scented
spray to diffuse across the air
gradient within a room.
Liquid Diffusion: Students record
the time taken for a droplet of
food colouring to diffuse through
water when diffused at room
temperature, as well as water in
a heated bath and water from an
ice bath.

BIO11/12-1 Teacher-Guided Practical Investigation Scaffolded Practical Manual

Students are provided a clear,
 Develop and evaluate Teacher poses students the question
concise practical manual
inquiry questions and ‘How can we practically measure
containing a student role
hypotheses to identify concentration of different substances
across a gradient?’. Students statement, as well as a
a concept that can
collaboratively brainstorm ideas before background to the concept of
be investigated
being presented with the practical dialysis tubing, as well as a clear
scientifically,
set of materials required and an
involving primary and activity of dialysis tubing. Students are
provided a brief background to the accompanying method. Space is
secondary data.
concept of dialysis tubing before provided within the manual for
 Modify questions and
student’s results and concluding
hypotheses to reflect collaboratively designing materials and
a method of investigation to explore statements.
new evidence.
diffusion and osmosis. Students carry
BIO11/12-2 out this investigation under the
 Justify and evaluate guidance of a pre-designed method,
the use of variables before designing a graph to visually
13
 and experimental compare results of each different
controls to ensure substance tested. Students are to
that a valid procedure create a conclusion as to the influence
is developed that of solutions on selective permeability
allows for the reliable within a cell, and what this suggests for
collection of data. bodily function.

Secondary Resource Demonstration Simulation Resource

BIO11/12-6
Students utilize simulation resources
 Use scientific via smart devices to investigate the
evidence and critical function and effects of the sodium-
thinking skills to solve potassium pump, answering relative
problems. questions provided within the
resource.
http://highered.mheducation.co
m/sites/0072495855/student_vie
w0/chapter2/animation__how_t
he_sodium_potassium_pump_w
orks.html

 Investigate the way in BIO11/12-5 Student-Led Secondary Investigation Cells Mind-Map

which materials can  Derive trends, Students are advised to return to their Mind map is continued from
‘cells’ mind-map, and to create sub- prior usage, however with the
move into and out of patterns and
branches for the terms ‘active addition of new branches as
cells, including but not relationships in data transport’, ‘passive transport’, as well listed in their investigation task.
limited to: and information. as ‘endocytosis and exocytosis’.
Students independently research each
 Examining the
term, including its meaning, function,
roles of active and relevance within the body. During
transport, BIO11/12-7 this research, students are asked
endocytosis and  Select and apply questions such as ‘is ATP supply an
exocytosis. appropriate scientific example of active or passive
notations, transport?’, and ‘is osmosis active or
passive?’
nomenclature and
Upon completion of research, students
scientific language to are paired into groups of 4 to compare
communicate in a their findings with their peers and add
variety of contexts. any sub-branches required to their
mind maps.
14
 Structured Inquiry Document
BIO11/12-4 Teacher-Guided Inquiry Discussion Activity document provided
Teacher poses the question ‘what do contains content relevant to
 Select qualitative and the terms phagocytosis and pinocytosis endocytosis & exocytosis, citing
quantitative data and refer to, and how can we determine
specific examples such as
information and whether they are an example phagocytosis and pinocytosis.
represent them using endocytosis or exocytosis?’
Students utilize the questions
a range of Students collaboratively brainstorm provided within this activity
formats, digital their understanding of the term, before sheet coupled with additional ICT
technologies and being provided an activity document research to demonstrate
appropriate media. containing information relevant to the understanding of the concepts
question at hand. Students answer required. Activity document
subsequent questions involving the includes a provided flow chart
creation of a flow chart of movement wherein students outline the
during each process before researching movement of materials through
additional examples of both exocytosis cells.
and endocytosis, including nerve
signals throughout the body.
 Investigate the way in BIO11/12-6 Student Self-Evaluation Exercise Refresher Activity Document
which materials can  Use scientific Students complete a refresher activity Structured questions relevant to
consisting of questions concerning the scaled increase or decrease
move into and out of evidence and critical
calculating surface area and volume, of surface area to volume ratios.
cells, including but not thinking skills to and the trends between the two
limited to: solve problems. factors if each are increased.
 Relating the BIO11/12-1
Student-Focused Practical
exchange of Demonstration Gas Diffusion
 Modify questions and
materials across Students return to the concept of See prior described resource.
hypotheses to reflect
membranes to diffusion of gas particles via scented
new evidence.
the surface- spray. This time, students describe
area-to-volume BIO11/12-3 their results in terms of change in
ratio, volume of the gas across its given
surface area. Students relate these
concentration
15
gradients and  Employ and evaluate results to modelling cells moving within
characteristics safe work practices the body.
of the materials and manage risks.
being
Advanced class has
exchanged. Agar Practical Demonstration
Teacher-Led Practical Investigation extension to calculate
BIO11/12-1 Manual
Students model surface-area to volume the percentage of
Clear, concise practical manual
 Develop and evaluate ratio through a practical demonstration volume of the cube
containing a role statement
inquiry questions and of agar cubes mixed with vinegar. affected by vinegar
sheet, as well as background to
hypotheses to identify Students model their aims and calculating the volume
thoughts prior to completing the prior and relating to the the topic, materials and a pre-
a concept that can
investigation, and are instructed to final results. designed method. Students are
be investigated
include in their results calculations of provided space in their manuals
scientifically,
to cite results and calculations, as
involving primary and surface area and volume, determining
the surface-area-to-volume-ratios, and well as writing space for a
secondary data.
discussion of reliability and
 Modify questions and relating their findings to reliability in
validity of results.
hypotheses to reflect demonstrating surface-area-to-volume
new evidence. within cells in our body.

‘PEEL’ Paragraph Scaffolded

Given the potential for Document
Student-Centered PEEL Paragraph this being the first time Document contains a basis of
Construction using this response how to structure a response in
BIO11/12-6
Students are provided an method, students can the ‘PEEL’ format, and space for
 Use understanding of the term ‘PEEL use the scaffolded students to write an appropriate
modelling (including paragraph’, and how to appropriately document with notes length response.
mathematical incorporate this style into their writing following the column
examples) to explain responses. Students then utilize their explaining each section
phenomena, make findings from prior demonstrations and of the writing process.
practical investigations to answer the
predictions and solve
following question ‘Describe the
problems using relationship between the terms
evidence from diffusion and concentration gradients,
primary and and describe the manner in which
secondary sources. surface-area-to-volume ratios are
16
  Use scientific influenced by the movement of
evidence and critical particles across a gradient’.
thinking skills to solve
problems.

Investigate cell BIO11/12-3 Student Collaborative ICT Family Tree Template

requirements,  Use appropriate Brainstorming Template contains a starting
including but not Students are posed the question point of ‘Cells’, which branches
technologies to
limited to: ‘Describe the requirements of, and the off into sub-categories of ‘plant
ensure and evaluate
Suitable forms of manners in which cells gain energy’. cells’ and ‘animal cells’. Here,
accuracy. Students collaboratively brainstorm
energy, including students combine ICT research to
 Select and extract their thoughts and ideas, before
light energy and further their ‘tree’ under
chemical energy in information from a utilizing a ‘family tree’ template via branches consisting of ‘Light
complex molecules. wide range of reliable Prezi in groups of 4 to branch the Energy’ and ‘Chemical Energy’, in
secondary sources distinguishing points of plant and which students describe their
animal cell energy. Students are understanding of the following
and acknowledge
advised that half of the groups will specific ‘branches’ of their tree;
them using an investigate the plant cell branch, with
accepted referencing  Where is this energy
the other half investigating animal
attained?
style. cells. Students combine their template
with ICT resources to determine  Does this make the cell
understanding of key concepts. autotrophic or
heterotrophic?
BIO11/12  Describe the process (or
‘Expert Groups’ Teaching Method formula where possible)
 Select and use wherein this energy flow
Students partake the role of teachers
suitable forms of occurs.
to their peers, sharing their
digital, visual, written information and findings from research  List three common
and/or oral forms of to their opposing cell group. Each table examples of light (or
communication. is split into one plant cell group + one chemical) forms of energy
animal cell group. Students are given used to attain
 Construct evidence-
appropriate time to teach their peers development within cells.
based arguments and
the findings gained during research.
engage in peer
17
 feedback to evaluate Students from each cell type
an argument gather to combine their
findings onto a poster per
or conclusion.
group, utilizing visual such as
drawings or flow-charts
where preferred.

Students from each cell type

gather to combine their
findings onto a poster per
group, utilizing visuals such as
drawings or flow-charts
where preferred.

BIO11/12-6
Students may be Structured Mini-Presentation
 Use scientific Teacher-Guided Mini-Presentation challenged to create a
evidence and critical Nearpod presentation containing
Teacher provides a presentation flow chart of the
thinking skills to solve imagery and small videos
pertaining content relative to location breakdown of
problems. outlining the processes of
and function of energy generation molecules to provide
glycolysis and oxidation. Students
within cells. Teacher discusses the energy via food.
are provided questions and fill-
processes of glycolysis and oxidation,
the-blank activities within the
before discussing the concept of
presentation.
‘reserve energy’ such as glycogen in
animal cells.
Teacher poses the question ‘How do
animal cells utilize complex molecules
to attain energy from food?
Investigate cell BIO11/12-6 Student Collaborative Discussion Cells Mind-Map
requirements,  Use scientific Students are posed the question ‘How
including but not do cells utilize nutrient intake to
evidence and critical
limited to: enhance gas exchange?’. Students
thinking skills to solve
discuss their ideas, using their cell
 Matter, problems. mind-map to expand upon new
including gases,
18
 simple nutrients ‘branches’ before sharing ideas as a
and ions. class.
 Removal of
BIO11/12-5
wastes.
 Derive trends, Teacher-Driven Mini-Presentation
Teacher-led Nearpod presentation
patterns and
describes cell energy intake. Emphasis
relationships in data
is placed upon the different
and information.
requirements based upon the type of
plant or animal cell, using examples of
hemoglobin as a requirement of red
blood cells, as opposed to requirement
of carbon dioxide within plant cells.
BIO11/12-5
 Derive trends, Student-Driven Simulation
patterns and Demonstration
relationships in data Students use ICT devices to investigate
and information. the influence of ions within cells and
 Assess error, their function through a provided
uncertainty and simulation. Students complete the
provided activities within the
limitations in data.
simulation, before creating a line graph
BIO11/12-7 depicting the rates of movement
 Select and apply across the membrane under the
influence of leaking or gated channels.
appropriate scientific
Students use their understanding
notations,
gained from these activities to create a
nomenclature and paragraph answering the question of
scientific language to ‘Describe the means in which energy
passes through cells, and the factors
that influence this flow. Within your
19
Structured Mini-Presentation
Teacher utilizes imagery and
relevant information of key
concepts within a small
presentation to outline cell
energy intake, and different
requirements dependent on cell
type. Teacher emphasises the
features that distinguish plant
and animal cells, including the
requirements of carbon dioxide
vs oxygen.
Students are provided Student Simulation Activity
the opportunity to read https://phet.colorado.edu/en/si
and review their mulation/legacy/membrane-
classmates responses as channels
means of assessing Students return to cell
both their own, and membrane simulation, however
their peers’ level of are required now to place more
understanding. emphasis in their responses upon
the movement of the particles
demonstrated within the activity.
Students use their books to
create a graph comparing data to
their peers, as well as their
written response paragraph.
 communicate in a response, discuss the expenditure of
variety of contexts. waste products from each cell citing
specific examples.’
Investigate the BIO11/12-7 Student Discussion Students in a lower Refresher Activity
biochemical  Construct evidence- Students collaboratively share ideas on ability classroom are Activity highlights questions
processes of based arguments and their understanding of the terms provided a formula pertaining to the formula for
photosynthesis, cell photosynthesis and cellular respiration, sheet for the chemical respiration, before creating an
engage in peer
respiration and the particularly HOW and WHY these equation of both analogy for enhanced memory of
feedback to evaluate processes occur. Students complete a photosynthesis and
removal of cellular the concept.
products and an argument refresher activity examining the respiration.
wastes in eukaryotic or conclusion. chemical formula for each form of
cells. respiration, and the waste products
created.

BIO11/12-7 Teacher-Driven Discussion Scaffolded notes may

 Select and apply Students combine their findings as a be provided containing
class. Teacher provides additional examples and scenarios
appropriate scientific
information and examples such the which assist students in
notations,
removal of carbon dioxide from cells. their responses.
nomenclature and Teacher uses questions such as ‘do all
scientific language to plants produce the same level of
communicate in a oxygen during photosynthesis? Why?’
variety of contexts. to expand the idea that biochemical
processes vary across different cells.

 BIO11/12-3 Student ICT Research Student Research Scaffolded

Select and extract Students investigate in groups of 3-4 Document
information from a the process of cellular respiration in
Document contains the three key
wide range of reliable greater depth, with each group
concepts to be investigated by
instructed to investigate the following
secondary sources students, with websites to assist
factors:
and acknowledge study, such as the following;
 Describe the process in which
them using an reserve energy becomes
available for cells, and the

20
 accepted referencing different manners in which it  http://journals.plos.org/pl
style. can be stored (e.g osone/article?id=10.1371
carbohydrates) /journal.pone.0152016
 Describe THREE factors that  https://www.khanacade
influence the rate of cellular my.org/science/biology/c
respiration. ellular-respiration-and-
 Relate the process of cellular fermentation/oxidative-
respiration to weight gain/loss phosphorylation/a/oxidati
in an individual. How is this ve-phosphorylation-etc
process affected by cellular
respiration?

Collaborative ICT Investigation

Students are instructed by the teacher Structured Support
to create a PEEL response to the Documentation
question ‘During photosynthesis, Supporting document provides a
oxygen is produced as a waste product. short closed passage with
Why must plants excrete this waste information relevant to oxygen
BIO11/12-6
product? What would happen if oxygen removal rates based upon light
 Use scientific remained in the cell?’. Students availability. Students harness this
evidence and critical investigate this question, and relate document with further ICT
thinking skills to solve their findings to the influence of light research to complete their PEEL
problems. on oxygen removal within plants, paragraph.
comparing rates of photosynthesis of a
ground-floor location of a rainforest to
a plant facing constant-intensity
sunlight.

Teacher-Driven Practical Investigation Extension activities

Teacher utilizes an elodea plant to such as additional Scaffolded Supporting Practical
demonstrate the process of response-based Manual
photosynthesis. Students are provided questions are provided Manual contains a background of
a brief background of the structure and for higher-order- elodea plants, as well as the
habitat of elodea plants, before being thinking students. chemical equation for
shown a brief clip outlining the process Students relate their photosynthesis, a risk assessment
21
 of photosynthesis being demonstrated findings to other plant for the procedure, and a pre-
via elodea plants. Students design an types, describing the designed method. Students are
BIO11/12-1 appropriate method to investigate difference in provided scaffolds for collection
photosynthesis using this resource. photosynthetic rate of data and for graphing results.
 Develop and evaluate
Students use their allocated practical that may occur and Space is allocated for the
inquiry questions and
manual to set up their work station, why. associated questions included
hypotheses to identify
and complete required activities during within the document.
a concept that can
the investigation. Students are
be investigated
instructed to record their findings in a Example Demonstration Videos
scientifically,
table, before creating a class graph
involving primary and https://www.youtube.com/watc
comparing findings when light intensity
secondary data. h?v=PvQulREA44E
varies. Students complete associated
 Modify questions and https://www.youtube.com/watc
questions following the investigation to
hypotheses to reflect h?v=yg8vqsBOFMw
confirm understanding that
new evidence.
photosynthetic rate is proportional to
the removal of waste products.
BIO11/12-3
 Use appropriate
technologies to
ensure and evaluate
accuracy.

Teacher-Guided Introduction Elephants Toothpaste

Demonstration Demonstration
Students are provided a demonstration Teacher pre-prepares solutions
of ‘Elephants Toothpaste’. Students required to create elephants
note observations of activity, before toothpaste, designating a safe
teacher poses the question of location within the room to
‘Elephants Toothpaste is a result of a demonstrate effect.
catalyst speeding a reaction. What
other catalysts are seen within our
body?’

22
 Students discuss catalysts and are
guided toward the topic of enzymes.
Conduct a practical  BIO11/12-3 Students are posed the question ‘What Cells Mind-Map
investigation to is the role of enzymes within cells, and
Select and extract
model the action of how do they influence the rate of
information from a reactions?’. Students create a new
enzymes in cells.
wide range of reliable branch of ‘enzymes’ on their mind map
secondary sources before collaboratively discussing ideas
and acknowledge concerning the role of enzymes, as well
them using an as different types in differing
accepted referencing organisms, for example enzymes within
humans vs plants. Students identify
style.
why enzymes are needed, before
linking their understanding to bodily
functions such as digestion.

BIO11/12-1 Student-Led Practical Demonstration Materials can be either Structured Support Document
Students collaboratively investigate the presented to students Document contains a background
 Develop and evaluate
‘lock and key’ model of enzymes, as whole objects, or of the lock-and-key method, as
inquiry questions and noting the method of which this model pre-prepared well as a list of optional
hypotheses to identify represents. Students use their findings dependent on ability materials. Students use the pre-
a concept that can to design an investigation to and time constraints. designed method based upon
be investigated demonstrate this method using pool Students may have the their chosen materials to design
scientifically, noodles, sponges, and polystyrofoam opportunity to design their model, with hints provided
involving primary and Students are instructed to create a their model materials. in the document describing
secondary data. ‘label’ (individual piece) to signify the common benefits of using
 Modify questions and
activation site, the enzyme, and the models.
hypotheses to reflect substrate, before justifying their
new evidence. design. Students evaluate their
completed models against their peers,
discussing the benefits and limitations
BIO11/12-3 of using such materials to create this
 Use appropriate
model.
technologies to

23
 ensure and evaluate
accuracy.

BIO11/12-4

 Apply quantitative
processes where
appropriate.

BIO11/12-3 Teacher-Guided-Inquiry Investigation Students of lower Digestion Refresher Activity

 Employ and evaluate Students complete a refresher activity
safe work practices relating to the digestive system. Within
and manage risks. this activity, students outline each
phase of food digestion, with a
BIO11/12-5
particular emphasis on the enzymes
 Derive trends, that act upon the food during each
patterns and stage. Students connect amylase with
relationships in data carbohydrate breakdown, protease
and information. with protein breakdown, and lipase
 Assess the relevance, with fats breakdown.
Using this understanding, students
accuracy, validity and
carry out a multi-station investigation
reliability of primary
to visually represent their findings.
and secondary data
Students compare the rate of activity
and suggest of reactions involving amylase,
protease, and lipase. Students proceed
improvements to
to prepare two beakers of jelly
investigations.
containing gelatin. Students add a
solution of bromelain and compare the
rate at which the jelly sets in the
beaker. Finally, students contrast
solutions of lipase mixed at different
temperatures.
ability are provided Activity contains space for
videos for reference students to create a flow-chart
material to outline the depicting the path of food, and
phases of digestion. the accompanying releases of
Extension activity may energy during digestion. Students
be provided for are to identify the particular
students to describe a digestive enzymes acting upon
specific enzyme (e.g the body at particular stages of
Bromelain). digestion.
Multi-Station Investigation
Students complete an
investigation of the following
stations:
Amylase: Students prepare two
beakers of starch solution with
iodine, before adding a mixture
of amylase solution (volume
provided in method list) to one
beaker. Students note the change
in colour and texture, as well as
its rate of change.

24
 BIO11/12-5 Collaborative Results Analysis
 Derive trends, Students share their results as a class
for the above experiments, describing
patterns and
possible causes of variation in results.
relationships in data Students use these results to discuss
and information. factors that may affect the rate of
 Assess the relevance, enzyme activity, with a particular
accuracy, validity and emphasis on temperature and Ph.
reliability of primary Students are posed the question ‘Why
and secondary data does a slow metabolism typically result
in weight gain? Inversely, why does an
and suggest
individual with a fast metabolism
improvements to typically hold less body fat?’. Students
investigations. relate their findings and prior
understanding to identify that a slower
rate of breakdown of lipids results in
excessive storage of fat cells in the
body.
Investigate the BIO11/12-1 Student Collaborative Discussion
effects of the  Develop and evaluate Students complete refresh activity of
environment on inquiry questions and their prior investigations relating enzyme
enzyme activity activity during digestion, particularly that
hypotheses to identify
through the of the breakdown of carbohydrates
a concept that can
collection of within the mouth via saliva. Students are
be investigated
posed the question ‘How does the
primary or
scientifically, involving environment influence enzyme activity,
secondary data.
primary and secondary and how can we model this?’. Prior to
data. practical investigation, students utilize
ICT resources to determine the influence
of temperature and pH on enzyme
BIO/12-5
activity, utilizing examples such as
insects dying during winter, before their
eggs become dormant until conditions
25
Protease: Students prepare two
beakers containing gelatine,
before adding a sample of
Bromelain in one beaker, and
adding the mixtures to a cool-
room. Students compare the rate
at which the gelatine reacts with
the temperature when
influenced by enzymes.
Lipase: Students prepare
solutions of lipase before
incubating at different
temperatures, and noting the
change in concentrations based
upon observations and
temperature of the liquids.
Students are provided space in
their notes to create their
required tables and graphs.
ICT Resource Assistance
Students are provided links to
websites such as the following as
means of assisting their research;
https://www.drupalbycity.com/eff
ect-of-temperature-and-ph-on-
enzyme-activity/
  Derive trends, patterns are warmer and their enzymes become
and relationships in more active.
data and information.

BIO11/12-1 Scaffolded Support Document

Teacher-Led Practical Investigation Extension students are
 Develop and evaluate Students complete a two-station provided a pre-made Document contains space for a
inquiry questions and experiment involving the effects of sample of low-fat milk, role statement sheet, as well as a
hypotheses to identify temperature and pH on the activity of and are challenged to background of why milk is used to
a concept that can rennin. Students prepare samples of milk relate their demonstrate enzyme activity.
be investigated within measuring cylinders, before understanding and Students are provided a method
scientifically, involving mixing a sample of rennin and incubating describe why this outline, with space provided to
primary and secondary at differing temperatures to measure the process is far less create their results tables and a
data. ideal range in enzyme activity before effective than if using graph. Students are provided a set
 Modify questions and denaturation of the enzymes. Students full-fat milk. of questions pertaining to their
hypotheses to reflect also investigate the influence of pH by results and how they may be
new evidence. testing the activity of enzymes in varied improved upon.
pH solutions, simulating the activity of
BIO11/12-2
rennin within the stomach. Students are
 Justify and evaluate instructed to create a table to compare
the use of variables their findings, before creating an over-
and experimental laying class graph to demonstrate the
controls to ensure that range in values attained by each group.
a valid procedure is Proceeding each activity, students
developed that allows answer relevant questions such as
for the reliable ‘Describe the effect of the varied
collection of data. temperatures on the activity of the
BIO11/12-6 rennin’, as well as greater depth
questions including ‘Analyse your
 Use scientific evidence attained results. Are these results valid?
and critical thinking Are they valid? Why?’
skills to solve
problems.

26
Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Evaluating the overall success of this unit must foremost be determined by student feedback. This is achieved using the following determinates:
 Have all students submitted their work on time, with a proficient level of engagement?
 How was student participation demonstrated?
 Have all students demonstrated understanding of instruction, and shown engagement within a collaborative environment?
 How has the scaffolding provided allowed students of all learning abilities to express their knowledge within the classroom?
Furthermore, a final survey, such as a ‘like, dislike, next time’ thinking tool may be utilized to gain an insight into student interest, providing essential feedback
to the teacher through voicing opinions or concerns of the content.

27
Resources:
Resource A: Pre-Assessment Task

1
 Resource B: Letter to parents & University Practical analysis

2
3
 Resource C: Practical Investigation

4
5
6
7
8
9
Discussion:

This unit of work is structured in such a manner that promotes a flexible, relaxed environment within the

classroom. Progression of student understanding is enhanced through examination of the links between

scientific understanding, and social development (Osborne, Erduran & Simon, 2004). In order to address

depth in student understanding, this unit places a heavy focus upon two key factors, being Inquiry-Based

Learning, as well as promotion and expansion upon collaborative engagement through primary and secondary

experiments and investigations. Foremost, reflection upon student understanding is demonstrated through

multiple forms of assessment, whether informal or final summative assessment. These assessments act to

demonstrate enduring understanding in a manner that succinctly aligns student-learning activities with

content outcomes to be met (Huff, Steinberg & Matts, 2010). Students are presented with opportunity to

relate foundational understanding through means of pre-assessment tasks, both prior to the unit, as well as

discussions throughout the unit. In achieving this opportunity, students demonstrate enhanced social

capability, as well as the creation of a positive, focus-driven learning environment (Trigwell, Prosser &

Waterhouse, 2011).

Appropriate incorporation of Inquiry Based Learning (IBL) provides a key role in developing and

determining academic success of students (Wang, Lin, Spalding, Klecka & O’Dell 2011). IBL is demonstrated via

two key factors, being scaffolded learning tools, and foremost the premise of future focused learners, wherein

students demonstrate skills and abilities across multiple curriculum areas (Hodson, 2016). Prior to beginnings

of sub-topics within this unit, students are posed scenarios, and small inquiry questions. Through response to

these questions, students present reasoning and logical thinking, allowing a teacher to adjust their content

delivery based upon student inferences (Blessinger & Carfora, 2014). Appropriate usage of student learning

tools within this unit, including mind-maps, flow-charts and PEEL paragraphs enhances student opportunity to

share their understanding in manners which reflect critically upon content outcomes to enhance their

academic ability (Hooper, 2008; Wang, Lin, Spalding, Klecka & O’Dell, 2011). Construction and usage of such

10
learning tools, with mind-mapping as a specific reference, allows students a visual representation of data and

knowledge, providing a chance for students to visually gauge their proficiency of the content at hand

(Kolodner & Nagel, 1999). Finally, enhancement of visual tasks such as simulation activities within this unit

challenges students to rationalise and hypothesise based upon their prior understanding, and inferences

made through collaborative discussion (Raes, Schellens, DeWever & Vanderhoven (2012).

Such examinations of understanding through practical demonstrations and first-hand investigations

presses for enhancement of future focused learning (FFL) (Krueger & Casey, 2014). Students are guided with

various levels of scaffolding to demonstrate the interlocking components of FFL, including effective

collaborative communication, creative expression, connection of critical content, and embracing of culture

(Dolmans, Grave, Wolfhagen, & Van Der Vleuten, (2015). As students, this pedagogical approach is beneficial

in that it provides a personalised approach to learning, where students take control of their own learning with

an understanding of how they learn (Parsons, 2017). Completion of the microscopic analysis practical

investigation (Resource B) provides students opportunity to work collaboratively, considering approaches to

method design and risk analysis, before demonstrating reflection upon creativity and critical thinking through

analysis of results attained. Furthermore, this collaborative engagement allows for the unification of diverse

cultures, as students present their ideas in a non-invasive environment within the classroom (Barron &

Darling-Hammond, 2008). From an educator’s perspective, utilising this FFL approach signifies the building of

a personalised, inclusive learning environment (Parsons, 2017). Student engagement via ICT research

investigations, as well as the construction of student presentations allows a teacher to build upon a culture of

continuous learning, providing opportunities for students to participate in knowledge-building tasks facilitated

by a technological backbone (Spada, 2011).

The incorporation and emphasis of collaborative engagement within the classroom acts to allow

students to observe, analyse, and draw conclusions from their studies, in such a manner that demonstrates

critical thinking (Blessinger & Carfora, 2014; Hooper, 2008). Students are provided opportunity to
11
demonstrate these qualities within their primary investigations in the unit. With scaffolded assistance where

required, students form pairs or small groups during each of their investigations, completing tasks such as

research and creation of a visual poster presentation. Such tasks promote enduring understanding within the

students, through utilisation of interactive frameworks that act to enhance critical reflection upon completion

(Adams, 2010). The provision of the practical excursion to Western Sydney University (Resource C) allows a

teacher to assess student understanding and ability to link concepts as groups, but foremost allows students

to demonstrate social capability within an external environment to their classroom (Issue, 2015).

Whilst collaborative engagement is commonly represented at a group scale, it is also important to

consider the benefits of such activity at an individual level. Such usage of student-created presentations, as

well as whole-class analysis and discussion acts to enhance differentiation of multiple student abilities (Capern

& Hammond, 2014). Students of gifted academic ability are provided opportunity to express their

understanding, and even present their knowledge in a ‘teacher’ form through flipped classroom activities.

Furthermore, literature supports that students with emotional/behavioural disorders engage greater with

content when working collaboratively with classmates, thus providing the fundamental rationale for such

activities within this unit (Capern & Hammond, 2014).

Together with these highlighted practical investigations, students utilise a group-sharing basis within

secondary research tasks. The provision of ‘role statement sheets’ within the plan allows students to allocate

tasks amongst one another, but also to demonstrate collaborative technological development through ICT

research. Such tasks act to directly enhance student social and academic capability, whilst also allowing for

the development of appreciation of class values, as well as enhancing diversity at an educational standpoint

(Jang, 2009; NESA, 2017).

Finally, the inclusion of such practical investigations allows for the opportunity for students to

demonstrate two key social capability factors; Enhancement of cooperative attitudes at a school-wide and

community-wide scale, and the promotion of student self-responsibility, and responsibility for their peers.
12
Tasks such as classroom discussions, and the initial pre-assessment of this unit allow students to engage with

one-another in a non-invasive manner, whilst also enjoying the learning tasks at hand through group

assistance and positive decision-making (Laal & Ghodsi, 2012).

Together, these two key pedagogical focus points of inquiry based learning and collaborative

approaches to the classroom act to not only differentiate learning needs of students, but to create a positive,

engaging environment for all students within the classroom.

13
References:

Adams, W.K. (2010). Student engagement and learning with PhET interactive simulations. Journal of

Online Learning and Teaching, 54(4), 107-119. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1497192689/abstract/FED1968BA7DE4169PQ/1?accountid=

36155.

Barron, B., & Darling-Hammond, L. (2008) Teaching for meaningful learning: A review of research on

inquiry-based and cooperative learning. Retrieved from https://eric.ed.gov/?id=ED539399.

Blessinger, P., & Carfora, J.M. (2014). Inquiry-based learning for faculty and institutional development:

A conceptual and practical resource for educators. Galston. Emerald Group Publishing Limited.

Capern, T., & Hammond, L. (2014) Establishing positive relationships with secondary gifted

students and students with emotional and behavioural disorders: Giving these diverse

learners what they need. Australian Journal of Teacher Education, 39(4).

DOI:10.14221/ajte.2014v39n4.5.

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