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

Summary Context Duration

This module looks at cell structure and cell function. It will also
build on the students WS skills. The unit incorporates a
balanced mixture of theory and inquiry-based learning.
This unit will occur in the first term of year 11 biology. At this stages students are expected 6 weeks
to have a basic/limited knowledge of cell function and structure due to completing stage 4 1Hr Lessons
and 5 living world units. Additionally, students have a general understanding of the WS
skills required due to stages 4 and 5 sciences. This unit has been tailored for a mixed ability
cohort.

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

Questioning and Predicting - Conducts investigations to collect valid and reliable primary and secondary
- Develops and evaluates questions and hypotheses for scientific investigation data and information BIO11/12-3
BIO11/12-1 - Selects and processes appropriate qualitative and quantitative data and
Planning Investigations information using a range of appropriate media BIO11/12-4
- Designs and evaluates investigations in order to obtain primary and - Describes single cells as the basis for all life by analysing and explaining cells’
secondary data and information BIO11/12-2 ultrastructure and biochemical processes BIO11-8
Conducting Investigations
- Conducts investigations to collect valid and reliable primary and secondary
data and information BIO11/12-3
Processing Data and Information
- Selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media BIO11/12-4
Analysing Data and Information
- Analyses and evaluates primary and secondary data and information
 BIO11/12-5
Problem Solving
- Solves scientific problems using primary and secondary data, critical thinking
skills and scientific processes BIO11/12-6
Communicating
- Communicates scientific understanding using suitable language and
terminology for a specific audience or purpose BIO11/12-7

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
- Kahoot Quiz - Kahoot quiz 1. Practical Spot Test 1
- Reflection - Reflection Students will have 60 minutes (1 lesson) to correctly draw (to
- Three facts and a fib - Exit cards scale) and label a variety of cells they view under a light
- Mind mapping microscope. After they will answer a series of questions
ranging from multiple choice to short answer questions.
- Think, pair, share
2. Practical Spot Test 2
- Class Discussion
Students will be given a method to demonstrate diffusion. As
- Jeopardy game
part of the assessment students must demonstrate correct
- Exit cards data collection and analysis. In addition, students will
construct an experiment report.

Literacy Focus Numeracy Focus ICT Focus

- Comprehension tasks - Data collecting (Measurements) - PowerPoint creation
- Glossary definitions - Graphing - Internet research
- Experiment/Investigation reports - Drawing to scale - Secondary source analysis
- Extended response answers - Kahoot quiz
- Video creation

Inquiry question: What distinguishes one cell from another? (Cell Structure)
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
Investigate different BIO11/12-3 Engagement Activity – Think, Pair Share (Formative pre-assessment) Class Weebly
cellular structures, BIO11/12-4 Students will create a mind map based off their perception of what https://17701352biology.we
including but not BIO11/12-5 ‘Biology’ is. Once completed student will share their perceptions in ebly.com
limited to: groups and then share as a class.
BIO11/12-7
- Examining a
variety of Teacher Lecture w/PowerPoint - Cellular Structure
prokaryotic Teacher with the assistance of a PowerPoint will introduce the basics of PowerPoint
and cells (cellular structure, what makes up a cell, prokaryotic and eukaryotic
eukaryotic - Class set of
cells). Students will be provided a copy of the PowerPoint slide containing PowerPoint slides
cells the key points to take away.
(ACSBL032,
ACSBL048)
Definitions Activity (ESL Task) - Glossary terminology
Extension: Student will
Students will be given a list of glossary terms that are critical to sheet.
provide examples related to
understanding the content (structure, function, cellular membrane, - Definition sheet
each term.
nucleus, ribosomes, cell wall, organelles, prokaryotic cells, eukaryotic Adjustment: Students
cells, binary fission, genetic material) and provide a definition for each
requiring additional assistance
term. can be provided with
definitions and match the
definitions to the terms.

Teacher Lecture - Prokaryotic/Eukaryot

Prior to their investigation task, teacher will introduce the difference ic Venn diagram
between prokaryotic and eukaryotic cells. This is to be accompanied with
a Venn diagram demonstrating the differences.

Draw and Label Activity - List of cell

Adjustment: List provided to components
Students are drawl and label a prokaryotic cell and a eukaryotic cell (both assist in labelling
plant and animal). Student are to correctly label each component in (Adjustment only)
vertical order.

Investigation Activity (ICT Task) Extension: If completed early - Completed table of

Students are to create a PowerPoint outlining the differences between differences between
students will create 10
‘Prokaryotic’ and ‘Eukaryotic’ cells. Each student will share their cell types.
multiple choice questions in
PowerPoint information with a partner/group to collaborate their the form of a Kahoot quiz.
answers. Students will be provided with answers after completing task Adjustment: Task can be
correctly. completed in pairs/groups.
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
This it to include:
- What each cell contains
- The purpose of each cell
- The size of each cell
- Where these cells are found e.g. bacteria, plant, animal
- Genetic material
- Ribosomes
- Cell wall
- Membrane enclosed organelles
- Form of cell division

Kahoot Quiz (Formative Assessment)

Students will answer a series of worded and visual questions related to
the content learnt so far. Can be implemented as a game to encourage
student engagement

Teacher Lecture
- Describe a
Teacher will introduce a range of technologies used to determine a cells
range of
structure and function. Students are highly recommended to take notes
technologies
regarding the different types of microscopes and their purpose.
that are used
to determine
Practical Activity (WS Skills Activity) Extension: Students can
a cell’s
Using a light microscope and an electron microscope, students will provide estimation of the cell - Light and Electron
structure and
observe a range of cells and draw their observations. Students will explain size. Additionally, in their Microscope
function
which microscope they believe to be the best for observing. To be used as written response students can
- Practical Method
a pre activity for drawing cells to scale. assess instead of explain.

Investigation Activity (ICT/GAT Focus)

Students will create a timeline detailing the evolution of microscopes. In Extension: Student will assess
this activity students are to provide an explanation of each form of the importance of each
microscope, their purpose and their contribution to understanding cell analogue and digital piece of
structure and function. technology.
Adjustment: Can be
completed in pairs.
Scaffold can be provided to
assist in structuring students
work.
Post-formative Assessment
Students will pair up and complete one of the following tasks;
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
- Three facts and a fib
- Mind map
- Build a poster
The purpose of this task is to get students to demonstrate their
understanding of the content and skills learnt.
Investigate a variety of BIO11/12-1 Pre-Practical Activity – Field of view (Math task) Adjustment: Teacher can - Shirt buttons
prokaryotic and BIO11/12-2 Students are to be draw a perfect circle 10cm in diameter. They will be demonstrate activity first - Drawing to scale
eukaryotic cell BIO11/12-3 given shirt buttons to estimate the size of cells. Students will place the using a different size field of instruction sheet.
structures, including buttons in a straight line inside the circle and estimate the size using the view to assist students.
BIO11/12-4
but not limited to: formula ‘Number of cells = Field of view/No. of cells’.
BIO11/12-5 Additionally, students will be provided an instruction sheet to assist
- Drawing
BIO11/12-6 students in drawing to scale.
scaled
BIO11/12-7
diagrams of a
variety of cells Understanding Scale Worksheet (Math task) Extension: Student will be - Scale Worksheet
(ACSBL035) Students will answer a variety of mathematical questions that requires provided images and required - Scaled Images
them to calculate scale. In this task students will only be provided some to identify each variable
variables and are required to calculate the missing variable. instead of being told them.

Practical Investigation (Light Microscope) – Teacher Led Extension: Students are to - Light Microscopes
The teacher will demonstrate how to correctly adjust a light microscope. see how much they can - Scaled diagrams
After the demonstration, students will measure and calculate the size of a magnify the cell without practical
variety of cells to create a scaled diagram. distortion. method/equipment
list

Practical Investigation/Webquest (Electron Microscope) Adjustment: Scaffold can be - Electron Microscope

Students are to compare prokaryotic and eukaryotic cells and organelles provided to assist in
using an electron microscope. Students will follow the method provided presenting in report format.
to observe, draw and label structures. Additionally, students will visit the - Electron Microscope
CSIRO website to verify their results are consistent. This will be presented Practical Method
as a report.

Formative Assessment
As a class, create a mind map demonstrating knowledge of the previously
taught content and skills.

Glossary Definitions Task (ESL/Lower Ability Task) - Images of Cells

- Comparing
Students will be shown a variety of cells and identify each cell structure
and
and organelle. As they identify each aspect, student will add these
contrasting
structures and organelles to their glossary list (previously constructed).
different cell
From there students will provide a description, arrangement and role of
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
organelles and each structure and organelle.
arrangements
Think, Pair, Share Discussion (Formative Assessment) Extension: A series of - Extension question
Students will compare and contrast cell structure and organelles. This will questions will be provided sheet
then be complete in pairs and finally as a class to demonstrate that require students to
- Adjustment question
understanding of the content. critically reflect on their
sheet
comparisons.
Adjustment: Questions can be
provided to act as a scaffold
for students requiring
assistance.

Teacher Led Discussion (Formative Assessment)

- Modelling the Teacher will discuss the cell membrane with class. This will assess what
structure and they currently understand about the structure and function of the cell
function of membrane. After the teacher will introduce the Fluid Mosaic Model and
the fluid explain its role in explaining the cell membrane.
mosaic model
of the cell Draw and Label Cells Using Secondary Sources Activity Adjustment: Student can be
membrane Students will find a simplified diagram of the cell membrane provided with a list of - List of cell membrane
(ACSBL045) demonstrating the double layer of the phospholipids and protein channel. components that make up the components
After labelling each component of the cell membrane student will explain cell membrane.
their function.

Student Led Practical Investigation (GAT Task) - Fluid Mosaic Model Extension: In pair/groups - Experiment Report
Part 1 students can complete one of Scaffold (adjustment)
Students are to research the fluid mosaic model and find/create an the demonstrations found.
experiment that can demonstrate this model. Students will be required to (Pending available
write up an experiment report outlining the aim, equipment and method. equipment)
This will be submitted to the teacher for marking. (Formative Adjustment: Links to
Assessment) demonstrations can be
provided.
Scaffold can be provided for
report.

Extension: GAT students

Student Practical Demonstration – Fluid Mosaic Model Part 2 provided only a method and - First half of
Students will be provided the first half of an experiment report that can write up the entire report. experiment report
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
demonstrates the fluid mosaic model using marshmallows and apple Adjustment: Students will be - Equipment for
chunks. In pair/groups of 3 students will complete the demonstration and provided with the entire experiment
write up the second half of the experiment report. scaffold for the experiment - Experiment scaffold
report.

Jeopardy Game (Formative Assessment) - Jeopardy game

In team of 3 or 4 students will compete in a game of jeopardy that targets question list
the entire inquiry question “What distinguishes one cell from another”.

Inquiry question: How do cells coordinate activities within their internal environment and the external environment? (Cell Function)

K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
Investigate the way in BIO11/12-1 Engagement Activity Adjustment: Can be - Demonstration
which materials can BIO11/12-2 Teacher will demonstrate diffusion using tea bags and hot/cold water. conducted with a partner or equipment
move into and out of Students will be asked to provide hypothesis what will happen and why it in a group.
BIO11/12-3
cells, including but not will happen. This demonstration will take time to complete. It is
BIO11/12-4 recommended to start next activity and come back to demonstration
limited to:
BIO11/12-5 after to confirm student hypothesis’.
- Conducting a
practical BIO11/12-7
investigation Comprehension Task (ESL Task) Extension: Words will not be - Active and Passive
modelling Students will be provided a close-passage detailing the movement of provided in close passage. Transport close-
diffusion and materials across membranes via passive (diffusion & osmosis) and active Adjustment: Word list passage
osmosis (endocytosis & exocytosis) transport. This includes modeling diffusion and provided. - Word list
(ACSBL046) osmosis and the role of active transport.

Practical Investigation – Diffusion and Osmosis Extension: Once completed

In groups students will conduct two experiments demonstrating diffusion students can think of other - Practical method
and osmosis. Students are required to complete experiment report up methods of demonstrating - Required equipment
until the discussion and conclusion. these processes.
Adjustment: Scaffold and
additional teacher support
can be provided.

Student Driven Discussion

Together students will discuss their findings from the previous practical
investigation. The main purpose of this discussion is to assess the key
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
differences between the two processes.
- Examining the
roles of active WebQuest Extension: Questions will
transport, Students will complete a series of task via a WebQuest. In this activity increase in difficulty.
endocytosis students will explore the role of active transport, endocytosis and Adjustment: Students can
and exocytosis exocytosis. The WebQuest will involve simulations, diagrams and a variety work together. Questions
(ACSBL046) of questions (Identify to discuss). start of easier.

Teacher Led Discussion

Students will examine the differences and similarities between
endocytosis and exocytosis. The role of these processes will be the main
topic of discussion.

Team Quiz (Formative Assessment)

Students will be divided into equal teams and answer a series of
questions relating to passive and active transport. The teacher will act as
the quiz master.

- Relating the - Surface area to

Teacher Led Discussion
exchange of volume ratio
Teacher will introduce the concept of ‘surface area to volume ratio’.
materials PowerPoint
Using a PowerPoint, the teacher will relate this concept to the exchange
across of materials across membranes.
membranes to
the surface- Surface Area to Volume Ratio Activity (Math Task) - Surface Area to
area-to- Students will calculate the surface area to volume ratio for a variety of Volume Ratio Math
volume ratio, variables including side length and radius length. Sheet
concentration
gradients and
characteristics Practical Investigation Extension: Additional
of the - Practical Method
In groups, students will investigate the effects of surface area to volume extension questions available.
materials ratio on the rate of diffusion. Students will be required measure depth Adjustment: Experiment - Equipment required
being and present data collected in a table and as a graph. scaffold and teacher for practical
exchanged assistance. - Report scaffold
(ACSBL047)

Student Led Investigation Extension: Students can

In pairs, students will find a simulation (YouTube or otherwise) physically conduct the
demonstrating the relationship between concentration gradients and the experiment as part of the
rate of diffusion. They will then create a video that demonstrates their video.
understanding of the relationship and submit this to the class google doc.
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
Comprehension Activity (ESL Task) Adjustment: Questions will - Characteristics of
Students will answer a series of questions based of a passage that increase in difficulty. materials being
describes the characteristics of materials that can be exchanged across exchanged
membranes. worksheet

Three Facts and a Fib (Formative Assessment)

Students will write down three facts and one lie about the previously
learnt content and share this with a partner. The partner is to determine
which is true and which is false.

Investigate cell BIO11/12-7 Glossary Terms Activity (ESL Task) Extension: Students can
requirements, Teacher will reintroduce light energy to students (previously taught in create a create a table of
including but not stage 5 science) and introduce chemical energy. Student will then add to organisms that are autotrophs
limited to: their glossary terms list by defining all important terms. (autotrophs & and heterotrophs.
- Suitable forms heterotrophs)
of energy,
including light Class Mind Map
energy and Individually, students will research the requirements for both autotrophs
chemical and heterotrophs. As a class they will collaborate their knowledge to
energy in create a mind map detailing the requirements. Finally, students are asked
complex to provide a reason (the cell requirements use) for each requirement.
molecules
Inquiry Based Learning Activity Extension: Students can find - List of metabolic
(ACSBL044)
Students will create a PowerPoint that explains the chemical reactions simulations of the chemical reactions
- Matter,
that occur in cells. In this PowerPoint, students will identify the metabolic reactions.
including
wastes from the reactions and explain how they are produced and Adjustments: Students can
gases, simple
removed. work with a partner.
nutrients and
A list of metabolic wastes can
ions
be provided and students and
- Removal of work backwards to identify
wastes the reactions.
(ACSBL044)

Exit Quiz (Formative Assessment) Adjustments: Questions

- Cell Requirements
Students will answer a variety of multiple choice and short answer progressively get harder.
Quiz Question Sheet
questions that assess’ the student’s knowledge of cell requirements.

Investigate the BIO11/12-2 Teacher Lecture - Biochemical

biochemical processes BIO11/12-3 Teacher will outline the biochemical processes. In the lecture, the teacher PowerPoint
of photosynthesis, cell will present visual representations of each process including;
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
respiration and the BIO11/12-4 photosynthesis, cell respiration and the removal of cellular products and
removal of cellular BIO11/12-5 wastes in eukaryotic cells. Students will be required to take notes.
products and wastes in BIO11/12-6
eukaryotic cells Practical Investigation (GAT Task) Extension: Students can
BIO11/12-7 - Photosynthesis
(ACSBL049, ACSBL050, Students will investigate the effect multiple variables have on the process research alternative methods
Method
ACSBL052, ACSBL053) of photosynthesis. A vague method will be provided however, some and conduct investigation
aspects will be missing to allow students to investigate. Students will their way. - Required Equipment
conduct this investigation in groups and present their findings in the form Adjustment: Students can
of a poster. Students can collaborate their finding using a variety of work directly with teacher to
websites provided in the Practical Worksheet. conduct investigation.
Scaffold can be provided.

Extension: Compare this

Flow Diagram (ESL/ICT Task) process to similar process in
Students are to construct a flow diagram that explains the process of the human body (Require
photosynthesis. This is to be completed using ICT (Video, PowerPoint, researching the process of
Animated simulation) glycolysis and
gluconeogenesis)

Teacher Led Practical Demonstration

Teacher will demonstrate the impact on multiple variables on cell - Cell Respiration
respiration. As part of this demonstration the students will predict the Method
outcomes of each altered variable.
- Equipment Required

Class Discussion
As a class, discuss the removal of cellular products and wastes in
eukaryotic cells. This requires students to recall their knowledge of
eukaryotic cells and cell requirements (previously taught).

Reflection Journal (Formative Assessment) Extension: Students can be

Students will reflect on the previously taught content (Biochemical asked to evaluate each
processes). Areas to consider are: process as part of their
- The impact of altered variables reflection.
- Energy creation via photosynthesis and cell respiration
- The removal of products and wastes.
K& U Content WS Outcome Teaching and learning strategies Extension or Adjustment Resources
Descriptor Descriptor
Conduct a practical BIO11/12-1 Comprehension Task (ESL Task) Extension: Students will - Textbook
investigation to model BIO11/12-3 Student will answer a series of questions based of the information create a table that compares
the action of enzymes BIO11/12-4 presented in their textbook regarding the actions of enzymes in cells. This and evaluates popular
in cells (ACSBL050) will include relevant information regarding proposed models to explain models.
BIO11/12-5
the specific nature of enzyme substrate interaction.
BIO11/12-7
Practical Investigation Adjustment: Scaffolding can - Action of Enzymes
In groups, students will model the action of enzymes in cells with the be provided. Method
assistance of hydrogen peroxide. Before conducting the experiment - Required Equipment
students will predict the outcome. This will be presented in the form of a
completed experiment report.

Exit Card (Formative Assessment)

Before the end of the lesson, students will write down two things they
have learn and one then they are not sure about.

Investigate the effects BIO11/12-1 Practical Investigation/Enquiry Task Adjustment: Scaffold can be - Effects of the
of the environment on BIO11/12-2 In groups, students are to demonstrate the effects of inhibitors, provided. Environment Method
enzyme activity BIO11/12-3 temperature, pH and substrate concentration on enzyme activity. The Can be presented as a report - Required Equipment
through the collection teacher will initially demonstrate the experiments and then have students depending on resources.
BIO11/12-4
of primary or complete them. Students will not be told exact measurements and will
BIO11/12-5 have to test a variety of measurements. Students will collect their data
secondary data
BIO11/12-7 and record appropriately and present the report as a instructional video
(ACSBL050, ACSBL051)
or podcast. The discussion should compare and contrast other group data
and additional information found in journal articles.

Secondary Source Analysis (WebQuest) Extension: Questions will

- Enzymes WebQuest
Students will research the effects of enzymes via medicine. Students will progressively get harder.
be given a series of instructions that require them to investigate how Students can also research
medicines inhibit specific enzymes. anti-viral drugs targeting
protein making enzymes.

End of Unit Kahoot Quiz (Formative Assessment) - End of Unit Kahoot

Students will be given a series of questions that cover both inquiry
questions studied (Cell structure and function).
Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Implement of an anonymous class survey (Did they enjoy the content, tasks, way it was taught?). The average grade for the assessment. Could the content be taught differently? Were there
too many written/practical components to the topic? Ask the students how they would prefer to be taught.
Implement a like/dislike tool (students write down 2 things they liked and 2 thing they did not like). Did I enjoy teaching the unit? Were the students engaged during lessons?
Resources – Resources can be downloaded via ICT Resource
ICT Resource
- Class Weebly Page
- Link: https://17701352biology.weebly.com
Practical Investigation

Instructions
- Fill in the blank boxes to complete the report.
- Research the role of hydrogen peroxide.
- Add any additional information if necessary.
- Record any changes to method.

Aim: To model the action of enzymes.

Background:

Hypothesis:

Equipment: Test Tubes x 4

3% Hydrogen Peroxide Solution
Detergent
Sliced Raw Potato
Grounded Young Leaves
Piece of Baked Potato

Method:
1. Fill each test tube approximately 1/3 full with hydrogen peroxide.
2. Add a drop of detergent to each tube.
3. Add a small amount of material to be tested.
4. Record observations (i.e. whether or not bubbles are produced or the height of the foam)

Provide a correctly labelled diagram of the experiment.

Results (Observations):
Discussion:

Conclusion:
Practical Investigation Scaffold
Discussion
When designing a unit of work, the needs of the student must be met so that they can best maximise
their learning experience. When developing this unit of work, consideration was given to a variety of
components so that when working together they can provide a holistic learning experience for
students. These components include; understanding by design (Ubd), constructivism, inquiry-based
learning and STEM (Science, Technology, Engineering and Mathematics). Another area that was
considered was the Australian Professional Teaching Standards and the syllabus outcomes from the
stage 6 biology module 1.

The main process of designing this unit involved working backwards and planning activities based
around preparing for the summative assessments. Using understanding by design is a model that
promotes the creation of engaging activities first and then applying them to the learning outcomes.
There is a correlation between improved student performance and motivation, as one increases the
other tends to as well (Katz, 2013 and Hsieh, 2014). It should be noted that creative activities that
promote student engagement is linked to improved motivation. In designing this unit, engagement
and differentiation were targeted to meet the needs of students and increase performance.
Differentiation allows for the needs of the student to met as it can be applied to any level of ability i.e.
GAT or ESL (Tomlinson, 2009 and Mastropieri, Scruggs, Norland, Berkely & al, 2006). There is a
variety of first-hand and secondary source investigations that allow student to actively participate in
the learning experience. Evidence suggests that hands-on activities increase student motivation
(Duchesne, McMaugh, Bochner & Krause, 2013). ICT incorporation is another area that has been
shown to engage students due to the nature of current societal trend (Ignatova, Dagiene &
Kubilinskiene (2015). This is demonstrated in this program through the class weebly page, video
simulations and other ICT based tasks.

Another element in designing this unit of work is ‘constructivism’. As a unit progresses the content
and skills learnt should act as layers and as students move through the unit additional layers will be
added. The 5E model has been utilised along with enquiry-based learning to assist student in building
their skill sets and working towards becoming critical thinkers. Another aspect of this is engagement.
When done correctly, evidence suggest there is a link between the 5E model, nquiry-based learning
and engagement (Appavoo, 2011). Constructivism has been demonstrated in this unit by providing
differentiated activities that will assist or challenge student to work to their capabilities. These
activities include; first-hand investigations and structured scaffolding or comparisons to secondary
sources. When students are able to complete work they are capable of, student will tend to have an
improved attitude and performance relating to the content being learnt (Ergin, Kanli and Unsal, 2008).
This unit has been set out so that at the beginning the foundation layers (engage) are being built and
as the unit progresses additional layers are built leading to higher function activities (evaluate). Along
with this as the difficulty increases, differentiation strategies are implemented to assist students to
maximise their learn experience.
Inquiry-based learning comes into the unit as are able to have more control over their method of
learning (Justice, Rice, Roy, Hudspith & Jenkins, 2009). Much like the 5E model, this starts out with the
teacher providing more assistance but progressively giving the student more responsibility. In this
unit this is evident as student start out being given an experiment to conduct but as the unit
progresses student are given more responsibility to alter method and plan their own investigations.
The aim of this progression is to promote and build toward student autonomy and have students
more accountable for their learning.

Embedding STEM throughout the unit of work provides a holistic cross-curricular approach to
teaching students. A multi-faceted approach to learning allows students to become more engaged,
build a variety of skills but also allow everyone to demonstrate their strengths but also areas that
need improving (Franco & Patel, 2017). Science covers the entire unit of work as it has been based
off the outcomes of module 1 biology and the corresponding working scientifically skill outcomes.
Technology is covered as students have been encouraged to develop their ICT skills but using a
mixture of ICT resources. There is an emphasis on technology due to the current trend in society that
is becoming more reliant on these tools. Students cover engineering when they conduct and build
physical experiments. This aspect is not as evident in the program however there are still elements
still present. Finally, mathematics has been included in this unit to meet the outcomes of working
scientifically. When students investigate they apply maths (equations, graphing, drawing to scale) to
analyse the data they have collected.

The last aspect considered in designing the unit of work is ensuring it meets the professional
teaching standards. The first five standards have been met as they specifically apply to teaching and
content. Differentiation and various teaching strategies have been used to keep the unit creative
(Standards 1 & 3). Activities have been tailored to include literacy, numeracy and ICT skill (Standard
2). Standard four have been accounted for as students are encouraged to work together in a safe
environment. Finally, the fifth standard is covered by the multiple formative and summative
assessments.

The overall aim of this unit is to teach students cell structure and function however, the challenging
aspect is ensuring it is engaging. In designing the unit student have been encouraged to continue
growing their skill through constructive, enquiry-based learning. Finally, by allowing student various
avenues to build these skills, they are being given every chance to maximise their learning
experience.
References
• Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in

inclusive education. Canadian Journal of Education, 36(1), 153-194. Retrieved from https://search-

proquestcom.ezproxy.uws.edu.au/docview/1440186282?accountid=36155

• Hsieh, T. (2014). Motivation matters? the relationship among different types of learning motivation,

engagement behaviors and learning outcomes of undergraduate students in taiwan. Higher Education,

68(3), 417-433. http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10734-014-9720-6 Retrieved from

https://search-proquest-com.ezproxy.uws.edu.au/docview/1554138186?accountid=36155

• Tomlinson, C. A. (2009). Intersections between differentiation and literacy instruction: Shared

principles worth sharing. New England Reading Association Journal, 45(1), 28-33,97. Retrieved from
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