FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
TERM/WEEKS: 1/1 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Science Cell biology
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUs
LINKS OBJECTIVE EXPERIENCES
(include learner
diversity)
Science Science as a Scienc
Understandi Human e
ng Endeavour Inquiry
Skills
1 Scientific 1. -Recall how 1. -Completed Intro: Introduction: -Internet
knowledge and who sheet -Use Slidely how students pictures of everyday items that were 1. What do Access
has changed originally labelling the taken through a microscope. these -Laptops or
peoples invented the parts of a -Have students go onto AnswerGarden and answer the question; pictures Computers
have in
understanding Microscope microscope What do these pictures have in common? http://www.tea
common?
of the world 2. --Identify the 2. -Word Hopefully they refer to a Microscope chertube.com/
2. Does
and is refined impact the Document Body: anyone video/the-
as new development of listing the -Explain Lesson Objectives know who history-of-the-
evidence the microscope order to -Show students the video explaining the history of the microscope invented the microscope-
becomes had on society prepare a wet http://www.teachertube.com/video/the-history-of-the-microscope- first 172443 2.56
available 3. -Label the parts slide 172443 2.56 Microscope
of a 3. -Contributions ?
(ACSHE134) -Direct Students back to AnswerGarden to the next question; https://www.yo
microscope to 3. When was it
How has the development of the microscope affected society? developed? utube.com/wat
4. -Explain how to AnswerGarde -Show Slides The Impact of Microscopes on Society Body: ch?
prepare a wet n -Show students the parts of the microscope in Video 1. How has the v=shNBbrrgMj
slide
Elaboration https://www.youtube.com/watch?v=shNBbrrgMjs 3.18 developmen s
investigating -Have students label a diagram on the computer to indicate learning t of the http://www.aus
 the http://www.austincc.edu/biocr/1406/laba/microscope/ microscope tincc.edu/biocr
development Instruct students to Snip it and email to teacher. affected /1406/laba/mic
of the -Show students how to prepare a stained wet slide and what a cell society? roscope/
microscope looks like at different magnification 2. What are
and the https://www.youtube.com/watch?v=i2x3MKSJez4 3.52 the names https://www.yo
impact it has -Open a Word Document and list the order of the steps to prepare a of the key utube.com/wat
had on the wet slide. Email to the teacher. parts of the ch?
understanding -Show students how to use a microscope with online tutorial Virtual microscope v=i2x3MKSJe
of cell Urchin ? z4
functions and http://web.stanford.edu/group/inquiry2insight/cgi-bin/vu-r1a/vu.php? Conclusion:
division view=mictutl 1. What impact http://web.stan
If time runs out the last site can become homework. did ford.edu/group
Diversity: This is an online lesson that students can progress through at their own pace, microscope /inquiry2insigh
depending on their ability, Talented and Gifted students (TAG) can go quicker (and s have on t/cgi-bin/vu-
complete the homework in class time), students who are struggling in class can complete society? r1a/vu.php?
at home. This lesson uses a number of videos, therefore appeals mainly Verbal/Linguistic view=mictutl
and Visual Spatial Learners (although most teenagers enjoy movies). For students with
hearing difficulties or visual difficulties devices can be used with the computer so they can
Answergarden
understand the material. There is little reading in this lesson so students who have
difficulty with literacy can still participate (but they may take longer). https://answer
garden.ch

1. Identify cell
components.
2. Compare 1. Informal Intro: What is
2 ACSSU149 physical assessment Introduction: (Engage) Class instructed to take note of interesting something new
evidence you learned in
 ACSIS (photograph) to of student facts whilst watching brainpop video about cells (3:18). Students the video? What
literature. understandin are allocated into groups of three and instructed to use coggle.it is something you BrainPOP
139 3. Revise the g via mind-mapping tool to answer the key questions. Each team gets didnt (2017)
accuracy of the observation of allocated a branch which they then divide into three branches (one understand in
ACSIS https://coggle.i
method used student for each key question). Lead classroom discussion identifying the video? What
145 and propose produced interesting/ relevant observations, note some of the things students is something you t/
improvements work on still want to learn on the white board. Introduce lesson objectives. still want to know
ACSIS Whiteboard
padlet. Distribute equipment to students and give them a moment to get after watching and marker
2. Recorded comfortable with their use. the video?
146
assessment Microscopes
ACSIS of Body: (Explore) In their groups, students are each allocated a Body: Which
understandin microscope, a slide, and a camera. Teacher to demonstrate how the parts of the cell Cell slides
148 g through microscope and camera work, selecting students to repeat key do you think you
steps when explaining. Students are instructed to get a clear picture could see in the Cameras
plickers quiz.
of the cells in their slide (animal, plant, or fungal). Teacher to have microscope? Are laptops
premade photos in case there are issues. there any parts
of the cell that https://padlet.c
Diversity: Group allocation on the basis of student capability; Talented and Gifted (TAG) students (Explain) The students are then introduced to the main activity are written about om
are grouped together and Remedial (REM) students are grouped together. This allows the teacher to (Teacher to write each step on the board). (i) Students to use
challenge TAG students with additional questions and deeper analysis. At the same time having REM in literature that
Britannica or their textbook to identify the key components of the you couldnt Rickard et al.
students grouped together means that the teacher can go through the steps slower with that group,
allowing for more face time to ensure the students understand what is required of them (added lesson cell in their photo. (ii)Students use a word processor to tag the see? How do (2011)
scaffolding). The range of activities in this lesson aim to target multiple intelligences, the group components onto the picture. (iii) Students post the picture into the you think
activities are specifically targeted at students who prefer visual, verbal, interpersonal learning styles. shared padlet. (iv)Students write a post below their image Alberts et al.
scientists
Conversely the homework activity allows for students who have a preference of intrapersonal to describing the function of each component they identified based on (2017)
absorb the information at their own pace. discovered those
what they read. parts?
(Elaborate) Teacher to project the group padlet to the front of the
class and go through results with the class, teacher to ask if the
resources we have available are sufficient to see everything that we
would like to.

Conclusion: (Evaluate) A plickers quiz is used to gauge student

understanding across animal, plant, and fungal cell forms. The
instantaneous feedback from the test indicates any shortfalls in
understanding, potentially identifying particular sections that need to
be reviewed in the next lesson. Assign reading homework from the
Pearson text book (Chapter 2.2)
1. Demonstrate
the ability to
succinctly
present
information Introduction:
Formative 1. What is the
3 ACSSU149 gathered
assessment: Introduction: function of
 regarding - Questioning Teacher Questioning: the
ACSSU150 specialised of students Teachers questions students on previous lesson content: nucleus? Youtube Video
cells throughout - What is the function of the nucleus? 2. What is the Amoeba
Learner Diversity: 2. Construct a the lesson - What is one difference between a plant and animal cell? function of Sisters
mind map that - Observation (ask twice) the Specialised
- Visually and Audibly impaired students are to - What organelle can you see under a microscope?
recalls of students mitochondri cells
sit closer to the front, closer to the teacher
- Physically impaired students can utilize their information of progress YouTube Video (Amoeba sisters Specialised Cells video) a? https://www.yo
shoulder buddy to type specialised during mind (Engage): 3. What is the utube.com/wat
- Intellectually impaired students will get extra cells mapping Students will watch a YouTube video which demonstrates and function of ch?
assistance from teacher and will be paired 3. Demonstrate explains different types of specialised cells. Students are to write the
activity v=wNe6RuK0
with a competent peer to assist, educational
ability to work - Formal notes on: chloroplast? FfA&t=326s
assistance officer can assist if necessary
- ADHD students will be moved to a seat that is in pairs assessment - What is a specialised cell? 4. What is the
far from any external distractions and will 4. Recall role of of completed - Name and describe the function of at least 3 specialised difference
Spider Scribe
closely monitored by the teacher to maintain specialised mind map cell between an
behaviour and engagement
https://www.sp
cells when and Kahoot - Where do specialised cells come from? animal and
- Gifted Students can further their research and iderscribe.net
questioned by quiz Body: plant cell?
explore the creation of specialised cells and Example of
the use of stem cells teacher Mind Mapping Activity (SpiderScribe, students already have a 5. What is a
structure of
log in) (Explore, Explain, Elaborate): specialised
- Mind Map activity is better suited to visual, correct Spider
Teacher to demonstrate how to navigate spiderscribe, how to cell?
interpersonal learning styles as it can be a Scribe
structure that mind map and how to search for information in Body:
colourful and visual representation of the
lesson content Wikipedia. 1. How do you
Kahoot Quiz
- Verbal and Musical learners can record a With their shoulder buddy students are to create a mind map, get to the
For students:
song or their voice and attach it to the mind specialised cells being the centre of the map and two distinct mind map
https://kahoot.i
map, allowing for them to learn through verbal branches coming off it, specialised animal and specialised plant website?
cues 2. How do you t/#/
cells. Students are to name, describe, identify role of cell and
create a For teacher:
provide an image of all specialised cells from their respective
bubble? https://getkaho
category.
3. How do you ot.com/?
Students use Wikipedia and the Pearson textbook to gather
upload an utm_name=co
information.
image? ntroller_app&u
Conclusion: tm_source=we
1. What is the b_app&utm_m
function of a edium=link
guard cell?
2. What is the Teacher to
function of a understand
red blood how to
cell? navigate both
3. What is the Kahoot and
Teacher questioning: difference Spiderscribe
Teacher will question students on the various types of specialised between websites
cells their function and what they look like skeletal Websites have
muscle and tutorials
smooth
 Conclusion: muscle? available
Teacher Input (Evaluate):
Teacher to instruct students to email the completed mind-map
before next lesson
Teacher to check all pairs mind map and observe progress to
completion
Kahoot quiz (Evaluate):
Remaining in pairs, students are to partake in a kahoot quiz, the
quiz will consist of 12 questions relating to current lesson content
and 3 questions referring to previous lesson content.

1. Describe the Introduction:

phases of 1. What is the
mitosis Formative Introduction function of a
2. Construct a set
assessment: YouTube Video (Amoeba sisters Mitosis video) (Engage): guard cell?
informational 2. What is the
4 ACSSU149 - Observation Students will watch a YouTube video which demonstrates and YouTube
trading card for function of a
of students explains the phases of mitosis. Students are to write notes on: Video
each phase of root hair
Learner Diversity: trading cards - what mitosis is? Amoeba
mitosis - Questioning - why is it carried out? cell? sisters Mitosis
- Visually and Audibly impaired students are to 3. Demonstrate - What happens in each phase? 3. What is a
of students Video
sit closer to the front, closer to the teacher ability to work Teacher Questioning specialised?
- Physically impaired students can utilize their through the https://www.yo
collaboratively Teacher will question students on previous lessons content 4. What is
shoulder buddy to type lesson utube.com/wat
- Intellectually impaired students will get extra
with peers - Teacher will question students on Amoeba Sisters Video mitosis?
ch?v=f-
assistance from teacher and will be paired Body: 5. What is the
ldPgEfAHI&t=
with a competent peer to assist, educational Trading Card Game (Explore, Explain Elaborate): purpose of
assistance officer can assist if necessary 393s
Teacher to demonstrate how to navigate the readwritethink.org mitosis?
- ADHD students will be moved to a seat that is
website, getting students to select create your own button on main Body: Trading card
far from any external distractions and will
closely monitored by the teacher to maintain menu, and running through the structure of the trading cards: 1. What Website:
behaviour and engagement category do http://www.rea
- Gifted Students can further their research and you select
Students in pairs, with face buddy (see table plan at back), are to dwritethink.org
explore the topic of cancer
construct a set of trading cards that each represent the phases of for trading /files/resource
- Using trading cards allows for students to be
interactive with their learning and will provide mitosis: card game? s/interactives/t
them with a set of easily understood study 2. How many rading_cards_
- Interphase & Prophase
material - Prometaphase & Metaphase cards are 2/
- Trading card games are better suited to you
- Anaphase
visual, interpersonal learning styles as it can
- Telophase & Cytokinesis making?
be a colourful and visual representation of the
Students are to use the google search, Wikipedia.org, textbook and 3. What
lesson content
Amoeba sisters video questions
These trading cards must have: do you
- A description of the key stages of each phase, first, second and answer for
fourth card will have 2 phases in one (see below image) the 1st card?
- An image to represent each phase 4. What
- First card must answer additional questions, what is mitosis? questions
What is the purpose of mitosis? do you
- Second card must answer additional questions, what is DNA? answer for
What are chromosomes? the 3rd card?
- Third card must answer additional questions, what is cancer? Conclusion:
What causes cancer? (suites to gifted and early finishing 1. What is the
students) process of
prophase,
metaphase,
anaphase,
telophase
and
cytokinesis?
2. Describe
what a
cancer is?
3. What is
mitosis?
4. What is the
purpose of
mitosis?

Teacher input:
Teacher is to constantly move around to each group, monitoring,
assisting and observing student participation/engagement,
informally assessing student knowledge and questioning students.
Conclusion:
Teacher is to instruct all students to email final cards with both
names of students before next class
Teacher Questioning:
Using hands up method, teacher is to question students on:
- What are the processes of each phase of mitosis?
- What is mitosis?
- What is the purpose?
- What are chromosomes?
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