Secondary Curriculum 1A:

Science Stage 4 Lesson Plan

 Lesson Plan – 7-10 Science

Topic area: Living world (LW2- Stage of Learner: stage 4 Syllabus Pages: 43
cells)

Date: 01/08/2019 Location Booked: Lesson Number: 1 /3

classroom
Time: 60 minutes Total Number of students: Printing/preparation:
24 Print out worksheets (24 copies
for each activity)
PowerPoint slide
Outcomes:
Knowledge and understanding outcomes:
A student:
 Relates the structure and function of living things to their classification, survival and reproduction
SC4-14LW
 Explains how new biological evidence changes people's understanding of the world SC4-15LW

Related Life Skills outcomes: SCLS-17LW, SCLS-18LW, SCLS-19LW, SCLS-20LW, SCLS-21LW

Working scientifically outcome:

Questioning and predicting
A student:
 Identifies questions and problems that can be tested or researched and makes predictions based
on scientific knowledge SC4-4WS

Related Life Skills outcome: SCLS-4WS

Working scientifically Content:

WS4 Students question and predict by:
a. Identifying questions and problems that can be investigated scientifically (ACSIS124, ACSIS139)
b. Making predictions based on scientific knowledge and their own observations (ACSIS124, ACSIS139)

Content statement/s: LW2 Cells are the basic units of living things and have specialised structures and
functions (ACSSU149)
Students:
a. Identify that living things are made of cells
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities:
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Literacy
Numeracy
Personal and social capability
Assessment:
Diagnostic Assessment: pre-testing to determine students’ prior knowledge and understanding during
introductory activity
Formative Assessment:
- Observations during activities and discussions to check if students are actively participating or are
off-task
- Questioning to check whether students are able to articulate their ideas and justify their answers
 - Exit slip (KWL chart) to check whether students have understood what they learned and can
summarise it in their own words
Lesson overview:
This lesson introduces concepts related to cells with examples and activities. The threshold concepts
developed within this lesson are that the cell is a basic unit and building blocks of life. Understanding this
concept is fundamental in biological world and learning about cells lays foundation in the study of
organisms for following lessons. Throughout the lesson, students work on activities independently or in
small groups, collaborating and sharing information.

Equipment: N/A
ICT capability Literacy (incl. virtual literacy) Numeracy

Differentiation

Time Teaching and learning actions Organisation Centred

(mins) T/S
Intro Settling down and getting students prepared for Teacher: T
8 mins learning Providing explicit
Instruct students to quietly line up outside the classroom instructions to settle
and get ready with resources needed (notebook and students down and
pen) then ask them to enter the room. Advise students prepare them for
that if they need pen or any other resource, they may learning
borrow them now from the teacher. (This minimises Marking the roll
disruptions later)
Diagnostic Assessment – refer to ‘do now activity’ Student:
worksheet Following teacher’s
Hand out ‘Do now activity’ as they enter the classroom directions, settling
and instruct students to be seated and work on them down and working on
right away. Do now activity for this lesson includes ‘do now activity’
concepts learned in stage 3 science related to living and
non-living things, as well as stage 4 LW1- classification if Resources:
that module was taught prior to this. This will help Do now activity
teacher to determine their prior knowledge and build worksheet
lessons from there. Students develop the concept of life
by characterising living and non-living things, which will
lead to the discussion that every living thing is made up
of cells (cell as basic unit of life; structural building
blocks of living things).
- Activity includes categorising living and non-living
things and writing characteristics of living things.
Extension: definition of living things based on its
characteristics
Roll marking
- Mark the roll while students are working on
starter activity. Set aside activities for students
who are absent.

16 mins Teacher-guided classroom discussion using Teacher: T/S

brainstorming strategy (15 mins) Facilitating discussion
Ask students to discuss about the do now activity. by asking questions
Facilitate discussion with questions such as: Presenting lesson
- How do you distinguish living things from non- objectives
living things? Did your definition of living things
change as you worked through this activity? Student:
- Do you think bones and shells are living Participating in
things, as they were once parts of animals? discussion by
(Higher order thinking) contributing their ideas
- Plant seeds grow into a living plant if
provided with appropriate nutrients and Resources:
environmental conditions, are they Do now activity
categorised as living thing? (Higher order worksheet
thinking) Scaffolded writing
Teacher will help by prompting students with hints to prompt sheet
facilitate the discussion. Facilitating the discussion in the PowerPoint slide for
form of debate will help students articulate ideas and lesson objectives
justify why they think certain things are living or non-
 living. They also gain understanding that all living things
have similar characteristics.

[Note whether students think about different ways to test

if something is alive and propose experiment]

Students answer for living things should include:

Living things -
- Respire (breathe air)
- Need nutrients (water, food)
- Produce energy
- Produce waste
- Grow
- Move (Animals show active movements however
plants also show movements by responding to
stimuli such as orienting themselves towards or
away from the sun and so on)
- Reproduce
- Die
- Are made up of cells
As students progress through this activity, they will learn
that cells are fundamental unit of life and every plant,
animal and microorganism is made up of cells.

Lesson objectives: (1 min)

Teacher presents the objectives on the smart board as
well as orally to cater for both visual and aural learners.
By the end of this lesson students should be able to:
- Distinguish living and non-living things
- Identify living things are made up of cells
- Define cell

20 mins YouTube clip (stop at 3.26 mins) Teacher: T/S

Cells the building block of life https://bit.ly/2YtNOi8 Facilitate collaborative
Students watch a short YouTube video to develop learning
background information about cell and understand why Writing down students’
cells are called building blocks of living things. definition on the board
in the form of mind
Teacher guided group task: 6 groups of 4 students map.
(10 mins – 5 mins for discussion and another 5 mins Formulating class
to share their ideas) definition of cell
Ask students to form group of 4 students. Ask them to
discuss within the group what they learned about cells Student:
after watching the video then decide on one main Collaborating within
important point, write it down in their own words. Finally, their group and coming
one person from each group is to share this with the up with one main
class. important point about
Allow each group to choose the role of a scribbler and a cells.
presenter. Sharing definition with
Teacher moves around the room to ensure everyone is class and forming
on-task and to provide extra support to EAL/D class definition of cell
students or students with low level of literacy if
needed. Resources:
White board to create
Constructing Mind Map: (6 mins) mind map.
Teacher will construct mind map on the board to present Worksheet with
information provided by students. Students are provided scaffolded mind map
with scaffolded mind map to copy information and they and to write definition
 are instructed not to fill the mind map until everyone in
the class has shared their ideas.
Then by collaborating ideas from each group teacher will
ask students to formulate class definition of cell then
write it down on the provided worksheet.

Summarised class definition of cell might have

information such as:
 Every living being is made up of cells, without at
least one cell an organism cannot live.
 Cells are similar in sizes (e.g. cells in whale and
cells in honeybee are of relatively similar sizes
but the number of cells varies)
 Cell is a smallest structural and functional unit of
an organism

10 mins Activity Worksheet 1 Teacher: T/S

Hand out the worksheet to students and instruct them to Handing out worksheet
answer the questions in the space provided then have and providing
class discussion. instructions
This worksheet allows students to transfer their Facilitate class
knowledge about living things and apply it to cells to discussion
deepen their understanding about why cells are called
basic units of life. It is also a good thinking activity before Student:
introducing similarities and differences in plant and Writing down their
animal cell. answers and
Teacher moves around the room to ensure everyone is participating in
actively engaged and to provide extra support to discussion
students who need it.
Resource:
Worksheet 1
Conclu Exit slip - KWL chart (4 mins) Teacher: T
sion Hand out the KWL chart and instruct students to fill them Handing out KWL chart
(6 mins) out and collect them at the end of the lesson. and instructing
This can be used as formative assessment tool to check students to complete
students’ understanding levels as well as reflective tool them
for teacher to know which areas students are struggling
with or which areas they want to explore in future and Student:
plan lessons accordingly. Completing the KWL
chart and giving it back
to the teacher
PowerPoint slide (2 mins) Listening to next
Teacher presents the agenda for next lesson. This is lesson’s agendas
useful for students with additional needs as well as Pack up and prepare
gifted and talented students as this helps students to to leave
know what they will be doing and they can also do some
research or reading. Resources:
KWL chart
PowerPoint Slide for
next lesson’s agenda
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Cell is a new topic to students, as they have not learned about cell in stage 3 so it is important to
ensure that lesson is paced in a way that every student in class grasps the threshold concept of
cell being the basic unit of life. This concept forms basis for learning and understanding every
other topic that will be taught in biology.
It is also important to consider diversity of students within the classroom and ensure every student
is given opportunities to participate and contribute to their learning. It is important to include
individual task as well as collaborative task to allow students to explore the topic by themselves as
well as learn from each other.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording
Distinguish living and non- Do now activity allows students to demonstrate their knowledge and
living things discussion allows teacher to evaluate if students can articulate their
ideas.
Although students do not actively perform an experiment, they apply
inquiry process as they consider classifying living and non-living
things. And analyse why certain things that were alive before can
become non-living things e.g. shells, bones, flower or plants after
being picked.
Identify living things are Mind map activity and activity 1 allow students to transfer their
made up of cells understanding about living things to cells.
Formative assessment during the lesson through observation and
Define cell questioning to determine whether students are actively engaged in
completing activities or are the worksheets left blank. Moving around
the room and listening to students’ discussion among each other
and evaluating if their understanding and opinions are changing as
they worked their way through various activities. Providing
feedbacks to improve students’ learning.

Other considerations
Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 Activities have been differentiated to accommodate gifted and talented students
Differentiating and extra support is provided to students with additional needs.
teaching Students are given choice to pick their role for group discussion task.
Instructions are provided verbally as well as presented in PowerPoint slide to
cater for both visual and aural learners.
4.1.1 Students are encouraged to actively participate in activities and discussions.
support Group activity and class discussions allow students to collaborate and share
student knowledge and learn from each other.
participation
and
engagement
in
classroom
activities
5.1. Assess Diagnostic assessment at the beginning of the lesson
students Formative assessment throughout the lesson and embedded at the end of the
learning lesson as concluding activity
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
No high risk issues identified in this lesson.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Curriculum. Retrieved from

http://www.acara.edu.au/curriculum

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards

for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

New South Wales. Syllabus for Australian Curriculum (2012). Science 7-10 syllabus NSW syllabus

for the Australian curriculum. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-7-

10-2018

Manners, R., Chapman, D., Walpole, G., Rickard, G., Madden, D., & Devlin, J. et al. (2014).

Pearson science New South Wales T.C 7 (pp. 138-141). Melbourne, Victoria: Amanda

Langerak and Malcolm Parsons.

Resources Attached:

PowerPoint Slides
Activities:

Do Now Activity – living and non- living

a. Classify the things given in word bank as living, non living or not sure and record it in the
space provided.

Living Non-living Not sure

Word Bank:
Honeybee Oyster/mussel shells Seeds Plant (growing in pot)

Plant/ flower Bone Tree Bark Rock

(recently
picked)
Crystal Bacteria, virus or The sun Kangaroo
yeast

b. Think how you distinguished living and non-living things and why you put those things on
living column. What characteristics did they share to be classified as living things? (Hint: all
living things share common characteristics, you can think about some of the characteristics
that makes you a living thing)

________________________________________________________________________

c. Define a living thing summarising the characteristics that you used above. (Definition
should be applicable to describe both plants and animals).

A living thing has following characteristics:

________________________________________________________________________
Mind Map Activity

After watching the video, what did you find interesting about cells? Discuss within your group and
write one main important point in your own words to share with the class.

______________________________________________________________________________

______________________________________________________________________________

Cells

Class Definition of cell

Cell is

______________________________________________________________________________
Activity worksheet 1 - Cells

Complete the worksheet below and have a class discussion.

a. Do all living things have same type of cell? Explain. (Hint: think about animal, plant and
micro-organisms such as bacteria, virus and yeast)

________________________________________________________________________

________________________________________________________________________

b. Do you think all cells have similar features? Justify your answer with further elaboration.
(Hint: every living thing is made up of cells, so do all cells have similar characteristics to
living things)

________________________________________________________________________

Exit slip: KWL chart

What did I know about cells What do I want to know? What did I learn about them
already? today?
 Lesson plan – 7-10 science

Topic area: Living world (LW2 - Stage of Learner: stage 4 Syllabus Pages: 43
cells)
Date: 02/08/2019 Location Booked: Lesson Number: 2 /3
classroom
Time: 60 minutes Total Number of students: Printing/preparation
24 Online learning platform-
Nearpod for students to draw
plant cells and play time to
climb game
Laptops for research
Worksheet for do now activity
(24 copies)

Outcomes:
Knowledge and understanding outcomes
A student:
 Relates the structure and function of living things to their classification, survival and
reproduction SC4-14LW
 Explains how new biological evidence changes people's understanding of the world SC4-15LW

Related Life Skills outcomes: SCLS-17LW, SCLS-18LW, SCLS-19LW, SCLS-20LW, SCLS-21LW

Working Scientifically outcomes:

Planning investigations
Outcome
A student:
- Collaboratively and individually produces a plan to investigate questions and problems SC4-5WS

Related Life Skills outcome: SCLS-5WS

Content:
WS5.1 Students identify data to be collected in an investigation by:
a. Identifying the purpose of an investigation
b. Proposing the type of information and data that needs to be collected in a range of investigation
types, including first-hand and secondary sources
c. Locating possible sources of data and information, including secondary sources, relevant to the
investigation

WS5.3 Students choose equipment or resources for an investigation by:

a. Identifying suitable equipment or resources to perform the task, including safety equipment and digital
technologies
b. Selecting equipment to collect data with accuracy appropriate to the task (ACSIS126, ACSIS141)

Communicating
Outcome
A student:
- Presents science ideas, findings and information to a given audience using appropriate scientific
language, text types and representations SC4-9WS

Related Life Skills outcome: SCLS-9WS

Content
WS9 Students communicate by:
a. Presenting ideas, findings and solutions to problems using scientific language and representations
using digital technologies as appropriate (ACSIS133, ACSIS148)
c. Using a recognised method to acknowledge sources of data and information
d. Constructing and using a range of representations to honestly, clearly and/or succinctly present data
and information including diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets
and databases

Content statement/s: LW2 Cells are the basic units of living things and have specialised structures
and functions (ACSSU149)
Students:
b. Identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and
chloroplast, and describe their functions

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities:
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Literacy
Numeracy
Personal and social capability
Assessment:
Formative Assessment:
Observations during activities and discussions and providing feedback
Using Nearpod as a formative assessment tool by analysing sample of work collected

Lesson overview:
This lesson builds on the knowledge developed during first lesson on cells. Through this lesson
students gain an understanding of how structure of cells relates to the functions that they perform.
Students conduct a research on the structure and functions of various organelles within the cell and
share their findings with the class.

Equipment: N/A
 ICT capability Literacy (incl. virtual literacy) Numeracy

Differentiation

Time Teaching and learning actions Organisation Centred

(mins) T/S
Intro (5 Settling down and getting students prepared for Teacher: T
mins) learning Providing instructions
Instruct students to quietly line up outside the to settle students
classroom and get ready with resources needed down and prepare
(notebook and pen) then ask them to enter the room. them for learning and
Advise students that if they need pen or any other marking the roll
resource, they may borrow them now from the teacher.
Student:
Do Now Activity Following teacher’s
Cloze passage directions, settling
Hand out ‘Do now activity’ as they enter the down and working on
classroom and instruct students to be seated and work ‘do now activity’
on them right away. Do now activity for this lesson
includes concepts learned in previous lesson about Resources:
cells. Do now activity
worksheet
Roll marking
Mark the roll while students are working on starter
activity. Set aside activities for students who are
absent.

Instruct students who were absent in previous lesson

to collect activities worksheet at the end of the class
and return the completed work in next lesson. Advise
them they need to come and see the teacher during
recess or lunch if they need any help.
5 mins Teacher-led discussion (4 mins) Teacher: T
Get students to share their answer for cloze passage. - Asking students to
Teacher briefly explains about the Cell Theory. provide answers for
cloze passage
Lesson objectives: (1 min) - Presenting lesson
Teacher presents the objectives on the smart board as objectives
well as orally to cater for both visual and aural learners.
By the end of this lesson students should be able to: Student:
c. Make comparisons between animal and plant Sharing their answers
cell for cloze passage
d. Identify organelles within cells including the
nucleus, cytoplasm, cell membrane, cell wall Resources:
and chloroplast PowerPoint slide for
e. Describe the functions of each structure. lesson objectives

5 mins Teacher-led lecture (5 mins) Teacher: T

Teacher presents the PowerPoint slide with the Presenting PowerPoint
diagrams of plant and animal cell and outlines different slide
structures within those cells. Student:
At this point students have only learned about the Listening to teacher
structure of plant and animal cell and names of various
organelles but do not know about the functions of those Resources:
organelles. PowerPoint slide
20 mins Group research task (8 groups of 3 students) Teacher: S
- Facilitate formation
Ask students to form group of three. Instruct them to of groups.
get a laptop from teacher’s desk if they need one then - Provide explicit
research about the structure and functions of two instruction on what
organelles of their choice using secondary sources. is expected and
what amount of
Ask students to write two questions that they need to work has to be put
consider when analysing whether the collected in for this task.
information is relevant and analyse sources of - Hand out worksheet
information to determine whether the source is valid for students to draw
and reliable. Developing an understanding that the organelle.
students need to present honest, clear and succinct Student:
information derived from reliable academic source - Form a group of 3

Students are to choose two organelles and outline their - Get laptops for
location within the cell. Then they have to explain the research
functions of those organelles. They also need to - Conduct an
describe how the structure of organelle helps them in investigation
performing those functions. Students need to create a - Record their
word document and record their information and after information
the task is completed students are to upload their work - Formulate two
in Google Doc so everyone can access it including the questions
teacher. They will then appoint a presenter to discuss - Source analysis
what they found interesting so everyone engages in
learning. Resources:
Teacher moves around the room to provide extra - Laptop
support to EAL/D students and other students in
need in conducting the research. Teacher might
give hint about which website to go to and what
information to record based on the level of help
needed.

Extension: Gifted and Talented students and

students with higher level of literacy are asked
to research about different ways of representing
cell and its organelles with real life examples
and share them with class during discussion.
Examples might be:
Students might compare cell with the school where
nucleus is the admin who stores information, cell
membrane could be the classroom door which
selectively allows right student in the right class,
and so on. Student can be creative and come up
with their logical ideas of understanding the
function of various organelles.
10 mins Class Discussion Teacher: S
Students are to pick a presenter from their group to Facilitates the
share one interesting fact each about two organelles discussion
they chose and why they found it interesting.
 Teacher facilitates the discussions and asks questions Student:
if any information needs clarification. Contribute their ideas
Other students in the class are encouraged to ask and engage in
questions or add to it to maximise participation in the discussion
discussion.
Resource:
Research findings
10 mins Nearpod: Teacher: T/S
This is a fun interactive student engagement online Facilitating the
learning platform. This lesson integrates draw it and activities by providing
time to climb functions of the app. access to online
Draw it – 6 mins (refer to images in resource section learning platform
that illustrates the replica of the activity on the app)
Draw it activity allows students to draw on their phones Student:
or computer and once submitted, it will be shared on Participating in the
the smart board through teacher’s computer so whole activity and game
class can see. This is a really good tool especially
for students who are artistic and like to Resources:
demonstrate their knowledge through diagrams. So Laptops
this can be used as differentiating tool for visual Nearpod link for
and creative learners. resources created:
https://bit.ly/339Sybk
Time to climb – 4 mins (refer to the images in
resource section)
This is an adventure game-based activity where
students race to the top of the mountain or go up in
space against the clock by answering multiple choice
questions correctly however if they answer incorrectly,
they fall. This increases competition and student
engagement in class.
This activity has been used in this lesson as a
formative assessment tool to assess students’
knowledge and understanding.

Teacher asks students to open Nearpod on their phone

or laptop and enter the pin: TPLFH. The good thing
about this app is that teacher’s screen is mirrored in
students’ app so everyone stays on the same activity
and is not off-task because student’s work is shared on
the smart-board through teacher’s computer and saved
so it maximises participation.
Teacher instructs students to recall what they have
learned about plant and animal cell. And draw the plant
cell with its organelles and label them. Teacher advices
that students have 6 minutes to finish this task and
after that class will move on to the time to climb game.
Conclu Teacher asks students if they have any questions. Teacher: T
sion Then presents agenda for next lesson: Presents PowerPoint
5 mins Students learn to: slide
- Use microscope
- Show diagrammatic representation of cell as seen Student:
under microscope Listen to next lesson’s
- Identify any structure that is seen in microscopic agenda
image Pack up and prepare
to leave
Resources:
PowerPoint slide
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Collaborative learning allows students to share ideas and learn from their peers. Teaching and
learning is more effective when it is interactive and fun for students. Allowing students to
demonstrate their knowledge and understanding using various method is important for
differentiation and inclusion within classroom.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Make comparisons
between animal and plant
cell
Identify organelles within
cells including the nucleus,
cytoplasm, cell membrane,
cell wall and chloroplast
Describe the functions of
each structure
Students draw plant cell and answer quiz questions
about plant and animal cell. So by evaluating sample
of work collected from Nearpod, teacher can assess if
students have achieved these outcomes.
Research task conducted by students and completed
work submitted via Google Doc. Teacher will assess
these and provide feedbacks to students in next
lesson.

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
4.1.1 Support Facilitating discussions and encouraging participation
student Nearpod activity to maximise engagement
participation
and
engagement in
classroom
activities
2.6.1. Research task using secondary sources
Implement Use of Nearpod as a learning platform
teaching
strategies for
using ICT to
expand
curriculum-
learning
opportunities
for students.
5.1 Assess Formative assessment throughout the lesson
student
learning
4.5 Use ICT Educating students about the importance of using valid and reliable
safely, academic source when researching
responsibly, Getting students to acknowledge the source of information
and ethically

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key
WHS considerations that are to be applied in this lesson?
Risk of digital safety so students need to be educated about the potential harm.
There is risk of tripping or falling if bags are placed haphazardly on the floor as
students are moving around the class for group activity.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Curriculum. Retrieved from

http://www.acara.edu.au/curriculum

Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards

for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

New South Wales. Syllabus for Australian Curriculum (2012). Science 7-10 syllabus NSW syllabus

for the Australian curriculum. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-7-

10-2018

Manners, R., Chapman, D., Walpole, G., Rickard, G., Madden, D., & Devlin, J. et al. (2014).

Pearson science New South Wales T.C 7 (pp. 138-141). Melbourne, Victoria: Amanda

Langerak and Malcolm Parsons.

Resources Attached:

Do Now Activity – cloze passage

Over a century of research and discoveries led to the formation of the Cell Theory. The cell theory
states that all _______________ things are made up of cells. Cells are the basic
___________________ and __________________unit of life. And all living cells come from
__________________cells. Cells vary in _________________ however have relatively similar
_________________. Cells are made up of many smaller structures called
___________________, which means tiny organs. Each organelle has ________________
function.

Word Bank
Organelles Distinctive Features
Pre-existing Structural Living
Functions Functional
PowerPoint slide
NearPod
Draw it
Time to Climb
 Lesson plan – 7-10 Science
Topic area: Living world (LW2) Stage of Learner: stage 4 Syllabus Pages: 43

Date: 03/08/2019 Location Booked: Lesson Number: 3 /3

classroom
Time: 60 minutes Total Number of students: Printing/preparation:
24 Worksheet (24 copies for each
activity)
Nearpod
Laptops

Outcomes:
Knowledge and Understanding Outcomes:
A student:
 Relates the structure and function of living things to their classification, survival and reproduction
SC4-14LW
 Explains how new biological evidence changes people's understanding of the world SC4-15LW

Related Life Skills outcomes: SCLS-17LW, SCLS-18LW, SCLS-19LW, SCLS-20LW, SCLS-21LW

Working Scientifically outcomes:

Conducting investigations
Outcome
A student:
- Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and
individually SC4-6WS

Related Life Skills outcome: SCLS-6WS

Content
WS6 Students conduct investigations by:
a. collaboratively and individually conducting a range of investigation types, including fieldwork and
experiments, ensuring safety and ethical guidelines are followed (ACSIS125, ACSIS140)
b. assembling and using appropriate equipment and resources to perform the investigation, including safety
equipment
c. selecting equipment to collect data with accuracy appropriate to the task (ACSIS126, ACSIS141)
d. following the planned procedure, including in fair tests, measuring and controlling variables (ACSIS126,
ACSIS141)
e. recording observations and measurements accurately, using appropriate units for physical quantities
f. performing specific roles safely and responsibly when working collaboratively to complete a task within the
timeline
g. assessing the method used and identifying improvements to the method (ACSIS131, ACSIS146)
Content statement/s: LW2 Cells are the basic units of living things and have specialised structures and
functions (ACSSU149)
Students:
a. identify that living things are made of cells
b. identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast,
and describe their functions
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability

General capabilities:
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Literacy
Numeracy
Personal and social capability

Assessment:
Formative Assessment:
Observations during discussions, questioning, experiment observation and data analysis

Lesson overview:
The study of cells also provides an ideal context for learning to use an important scientific tool, the
microscope. This lesson focuses on teaching correct techniques to use microscope, which is one of the
most important skills to have as a science student. This lesson also integrates mathematical techniques and
science concepts throughout the activities. Students are required to measure, estimate, use the metric
system and calculate length and area of microscopic samples.

Equipment:
Compound Microscope
Slides
Cover slips
Black sharpie pen
Onion
Q-tip to swap cheek cells
Colour dye
Pipette
ICT Capability Literacy (incl. virtual literacy) Numeracy

Differentiation

Time Teaching and learning actions Organisation Centred

(mins) T/S
Intro Settling down and getting students prepared Teacher: T
5 mins for learning Providing instructions to
Instruct students to quietly line up outside the settle students down and
classroom and get ready with resources needed prepare them for learning
(notebook and pen) then ask them to enter the and marking the roll
room. Advise students that if they need pen or any
other resource, they may borrow them now from Student:
the teacher. Following teacher’s
directions, settling down
Do Now Activity and Completing do now
Complete the Venn Diagram to compare activity
similarities and differences between animal and
plant cell. Resources:
Worksheet with Venn
Roll marking Diagram
Mark the roll while students are working on starter
activity. Set aside activities for students who are
absent.

Instruct students who were absent in previous

lesson to collect activities worksheet at the end of
the class and return the completed work in next
lesson. Advise them they need to come and see
the teacher during recess or lunch if they need
any help.
5 mins Teacher-led discussion (4 mins) Teacher: T
Get students to share their answer for Venn - Asking students to
diagram. And discuss briefly about the similarities provide answers for do
and differences. now activity
- Presenting lesson
Lesson objectives: (1 min) objectives
Teacher presents the objectives on the smart
board as well as orally to cater for both visual and Student:
aural learners. Sharing their answers
By the end of this lesson students should be able
to: Resources:
a. Use microscope correctly PowerPoint slide for
b. Locate field of view lesson objectives
c. Perform experiment to observe small
objects under the microscope
d. Show diagrammatic representation of cell
as seen under microscope

10 mins YouTube video (5.51 mins) Teacher: T

Using a microscope: The parts and how to focus Play the YouTube video
https://bit.ly/2sKtUNB and instruct students to
Students watch a short video to learn about complete the matching
different parts of microscope and how to use it. activity
After watching the video they complete the Student:
matching activity on Nearpod about the parts Watch the video and
 and function of compound microscope complete the matching
(refer to images provided in resource section) pair activity on Nearpod

Resources:
Nearpod matching pair
activity
https://bit.ly/2MIoLkd

30 mins Hands on experiment on using microscope Teacher T/S

and observing different cells under the Handing out prepared
microscope (working in pair) worksheets
Ask students to move to the benches to prepare Explaining the correct
for experiment. Ask students if they have used the techniques
microscope before and if so what was the purpose Demonstrating and
of using it. Guide the discussion to get students to modelling the experiment
understand that microscope is used to look at Guiding students
small objects that our eyes alone cannot see. throughout the
Teacher will show a demonstration on how to set experiment
up the microscope and use it correctly. Students
are asked to watch carefully when teacher is Student
modelling and ask questions when teacher is Following instructions and
explaining the functions of each part. Once the performing the
explanation is done, get students to label the experiment
diagram of the microscope (activity worksheet 1)
that is provided to them. Emphasise that Resources
microscope are expensive scientific tools so must Worksheets
be handled carefully. Equipment required for
Once students know the parts of microscope and experiment
its functions. Teacher asks everyone to go back to
their benches and draw X mark on the slide so
they can try and find the field of focus. Teacher
goes around to each bench to demonstrate how to
focus and find the field of view. Explains them that
they have to use low magnification to focus on the
specimen and mention about the light
adjustments. Teacher moves around the room to
check if students need further help.
Discuss about the magnification and how to
calculate the total magnification of the
microscope. Explain that the total
magnification is the product of the
magnification given in the objective lens and
eyepiece (Activity Worksheet 2)

Provide students with worksheet 3 that contain

instructions for setting up microscope and
observing sample and tips for drawing microscopic
samples.

Demonstration by teacher to observe cells

under microscope
Onion cell
Demonstrate how to separate the onion’s skin and
peel off the thin layer in between. Instruct students
to follow directions provided on worksheet 4
when preparing stained onion cells and looking
under the microscope. Remind them about the
 correct technique to use the microscope. Once
teacher models the preparation of wet mount,
students should be able to work on it in pairs and
prepare their own wet mount and observe them
under the microscope.
Students have used field of view technique so
they will be able to draw the onion cell and
measure the length of the cell. Refer to
worksheet 4 for calculation.

Extension activity: Observing human cheek

cells
Students who finish preparing and observing onion
cells can prepare a wet mount of their own cheek
cells and look at it under the microscope. They use
the Q- tip to scrape cheek cells from inside of their
cheeks. Stain it on the slide with methylene blue.
Place cover slip over the specimen and put the
slide on to the stage and observe the specimen.
Students need to draw the specimen as seen
under the microscope, identify any structure and
label them. Determine the length of the cell and
record both cell sizes of onion cell and cheek
cell.
Conclusio Students are to record their observation using Teacher: T
n worksheet 5 and submit it to the teacher for Summarises the lesson,
10 mins feedback. presents agenda for next
lesson
Teacher summarises the lesson and presents Hand out self-assessment
agenda for next lesson. form and collect it at the
end.
Teacher hands out self-assessment form for
students to complete and give it back to the Student:
teacher when leaving the classroom. Complete the self-
assessment form and
hand it back to the
teacher.
Listen to lesson summary
and next lesson’s agenda

Resources:
PowerPoint slide
Self-assessment form
Reflection
What have I learned about the teaching and learning process when preparing
this lesson?
It is important not to make assumptions about students’ prior knowledge or skills and
facilitating learning by providing explicit instructions and guidance when needed. I
also learned that self-assessment tools allow students to reflect on their learning and
actively engage in the process. I also learned that providing timely feedback is
important to help students improve their knowledge and understanding and move on
to next phase of learning.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Use microscope correctly
Locate field of view
Perform experiment to
observe small objects
under the microscope
Observing if students have completed the activities
related to use of microscope and checking by going
around the benches
Moving around the room and checking field of view as
well as asking questions
Observing students’ sample and collected data

Show diagrammatic Collecting worksheets and providing feedback

representation of cell as
seen under microscope

Other considerations

Complete the table below by inserting the AISTL graduate standards that you
are demonstrating and indicates the evidence from this lesson that should
comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Support for students with additional needs as well as GAT students
Differentiating
teaching
5.1 Assess Formative assessment throughout the activities and experiment
student
learning
5.2 Provide Providing feedbacks throughout the lesson to encourage students
feedbacks to to participate and ask questions
students on Providing feedbacks for worksheet collected in previous lesson and
their learning handing them back to students

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Students might cut themselves if slide or coverslip breaks. So ensuring safe use of
glassware. Monitoring and ensuring every student uses personal protective
equipment during experiments. When collecting equipment for experiment, ensuring
only one student from each pair comes to the front and dividing class in halves so
one half comes first then the second half to facilitate safe flow of students. Making
sure everyone is handling microscope safely. Setting up clear guidelines regarding
cleanliness of workbenches.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Curriculum.

Retrieved from http://www.acara.edu.au/curriculum

Australian Institute for Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from

https://www.aitsl.edu.au/teach/standards

New South Wales. Syllabus for Australian Curriculum (2012). Science 7-10 syllabus

NSW syllabus for the Australian curriculum. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/science/science-7-10-2018

Manners, R., Chapman, D., Walpole, G., Rickard, G., Madden, D., & Devlin, J. et al.

(2014). Pearson science New South Wales T.C 7 (pp. 138-141). Melbourne,

Victoria: Amanda Langerak and Malcolm Parsons.

Resources Attached:

PowerPoint slide
DO Now Activity

Venn Diagram to make comparisons between animal and plant cell

Animal cell Plant cell

Nearpod
Matching pair activity https://bit.ly/2MIoLkd
 Activity Worksheet 1

Source: https://www.microscopeworld.com/t-labeling_microscope_parts.aspx

Word Bank
Objective lens Stage clip
Stage Coarse Focus
Condenser Revolving nosepiece
Illuminator Base
Eye piece Fine Focus
Arm Rack stop
Activity Worksheet 2: Calculation of total magnification

Magnification of objective lens/es are:

Objective 1: e.g. 4X_____________

Objective 2: __________________

Objective 3: __________________

Magnification of eyepiece is: ________________

Total magnification: Magnification of Objective lens X Magnification of eyepiece

E.g. 4x X 10x = 40x _______________________

Worksheet 3 Instructions to use Microscope

- Turn on the microscope and turn the light on

- Adjust the objective lens to have lowest magnification in place.

- Prepare the slide with the specimen and place it on the stage

- Turn the focus knob until the objective lens is just above the specimen. Emphasise

that students should not let the objective lens touch the slide.

- Look through the eyepiece and slowly turn the focus knob to move the objective

lens away from the stage until it is not blurry.

- Observe the specimen and make sure it is clear and focused view.

- Turn the objective lens onto next highest magnification and once it is in place, turn

the focus knob slowly until the specimen can be seen clearly.

- When done looking at the specimen, raise the objective lens using focus knob take

the slide off and turn off the light

Tips for drawing specimens

- Draw a circle to represent field of view

- Write the total magnification that you used to focus on specimen under the circle

- Draw the specimen as seen through the microscope within that circle

- Use circle as a reference to determine the relative proportion of the size of the

specimen. e.g. if the specimen is only taking quarter of the space in the centre of

the field of view, do not draw full size specimen in the circle.
Worksheet 4 Instructions for preparing wet mount

Onion cells

- To prepare a wet mount of onion cells, peel off the skin and take the thin layer in

between the skin

- Cut a small piece of the thin layer and put that piece on the centre of the slide. Be

careful not to wrinkle the specimen. Size of the specimen should be smaller than

cover slip.

- Using a pipette put a drop of iodine solution on top of the specimen

- Place cover slip on top of the specimen by holding it at an angle, one edge touching

the slide and slowly lower the cover slip so there are no bubbles trapped.

- Observe onion cells under the microscope and draw and label the structure.

- Determine the length of the cell by comparing it to the diameter of the field of view.

Cell length = Diameter of field of view

No. of cells spread across the field of view

Human Cheek cells

- Repeat same procedure to prepare the wet mount. Note: iodine solution is replaced

with methylene blue

- Compare onion cells with cheek cells and see if there are any differences or

similarities

- Draw the cell and label the structure

- Calculate the length of the cell

 Worksheet 5

Drawing of onion cell

Length of onion cell

Cell length = Diameter of field of view

No. of cells spread across the field of view

Drawing of cheek cell

Length of cheek cell

Cell length = Diameter of field of view

No. of cells spread across the field of view

Observation from experiment: Similarities and differences as observed

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Self- assessment form

Name _____________________________________

What areas would you like to improve (e.g. content knowledge, experiment skills,

self-directed learning) and how do you plan on achieving these goals?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

How effective would you say you were during group activities? Did you actively

participate by contributing ideas or conducting investigations?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
Rationale

Introduction

The lesson plan follows sequential order for the stage 4 living world topic cells in

accordance with the NSW 7-10 syllabus (NESA Science syllabus 7-10, 2012).

Lessons were designed by keeping in mind that both working scientifically

outcomes and knowledge and understanding outcomes has to be the focus in order

to create high impact learning experiences for our learners within the classroom.

This lesson plan is designed using understanding by design model, which

emphasises on backward mapping technique. This model allows teachers to plan

students’ learning by designing activities and assessment based on the outcomes

that students need to achieve (Florian & Zimmerman, 2015). In order to make

teaching and learning effective and maximise learning opportunities for students,

various pedagogical strategies were used such as direct instruction, questioning

and collaborative learning.

Diagnostic Assessment and progressive learning

The lesson begins with diagnostic approach to assess students’ prior knowledge,

understanding and skills and builds upon that knowledge to enhance learning

experiences for students. The content being taught is the new concept for year 7

students and they have had little or no exposure to the experiment conducted.

Hence, lessons were structured to start by developing threshold concepts then

gradually moves onto complex content that requires conducting investigation,

processing and analysing data and communicating those information using

appropriate methodologies. It is vital to master lower order knowledge and skills

before progressing onto higher order thinking (Bloom,1965; as cited in Adams,

2015). Threshold content covered in the first lesson is fundamental to the study of

living world so it was necessary to pace the lesson progressively so that every
student has a good understanding of this topic. Lessons use different strategies to

develop students’ literacy, numeracy and ICT skills and capabilities allowing

students to be equipped with necessary skills required to be active and informed

citizens. Various prompts, scaffolds and examples are used throughout the

activities to provide extra support to students, particularly students with additional

needs.

Collaborative learning

Lessons are heavily focused around collaborative learning by facilitating group

tasks and classroom discussions. Collaborative learning is one of the most effective

strategies as it allows students to share ideas and learn from each other.

Collaboration also helps students to develop personal and social capabilities

(ACARA, n.d). Students might find group activities challenging in the beginning,

however this skills can be improved with frequent practice and appropriate

scaffolding (Hammar-Chiriac & Granstrom, 2012). There is range of group activities

throughout the lessons such as group research task, working in pairs for

experiment, and so on. Group tasks allow students to explore their strength and

provide flexibility to divide tasks based on students’ abilities and skills. Therefore,

both higher and lower achieving students can benefit from this type of collaborative

activities ((Hammar-Chiriac and Granstrom, 2012). However, teacher play an

important role as a facilitator to reinforce participation and engagement during

group activities so it is necessary to check with every group that they are using

these opportunities to achieve their learning goals (Greiffenhagen, 2012).

Differentiation – scaffolding and extension activities

Lessons uses scaffolding as a prompting tool to help students complete the

assigned tasks (Activity 1 in lesson 1). Scaffolding can be used to differentiate the

lesson by providing students with required resource to be engaged in learning and

achieve their targeted goals (Van De Pol, Volman, Oort, & Beishuizen, 2015;

Fitzgerald, 2016). Lesson were designed to allow teacher to provide appropriate

support and guidance, which is found to enhance student motivation (Wijnia,

Loyens, Derous & Schmidt, 2015). Teacher-led as well as teacher-guided

discussions and activities were incorporated to develop understanding and

reasoning (Bennett, Hogarth, Lubben, Campbell & Robinson, 2009). Activities were

adjusted and modified to provide opportunities for gifted and talented students to

explore their knowledge as well as catering for the needs of students with low

literacy level and EAL/D students to maximise participation, encourage students to

set higher level goals and create high impact teaching (Mangrum and Strichart

2009, as cited in Cavanagh & Prescott, 2015).

Use of ICT as a resource

Nearpod was used as a fun interactive learning tool as well as formative

assessment tool to enhance students’ learning experiences. Students could reflect

on their work as it provides instant feedback and teacher can monitor and assess

students’ knowledge and understanding learning (Callow & Orlando, 2015). This

also allowed accommodating the needs of visual learners and well as EAL/D

learner who could benefit from learning through diagrams and games. The use of

ICT resource can stimulate a range of cognitive skills as well as elicit further

enquiries to be addressed in future lessons (Marsh & Pittaway, 2014).

Hands on experiment

This experiment was strategically placed in third lesson to allow students to learn

about the threshold concepts and the structure of the cells before they observe

cells under the microscope. This allowed students to not only identify the cell but to

draw and label the structure, making learned knowledge more concrete. Students

had little to no exposure with the microscope so most of the lesson focused on
teaching the correct technique of using microscope as this skill is necessary for

science student. Scientific concepts make sense when applied in practice and

students do it themselves. Lab experiences provide students opportunities to learn

through application of knowledge (Adams, 2011). This is a platform where students

demonstrate their understanding by carrying out hands on experiments to transfer

their knowledge and learn new concepts and skills. Stage 4 Science syllabus

requires students to develop working scientifically skills to become informed

scientists of 21st century. Through the lessons, students developed questioning and

predicting skill, skills in conducting investigation and processing and analysing

data. Students find lab experiences highly engaging as it links science with real

world.

Conclusion

The lesson becomes effective with proper planning, thorough understanding of

syllabus, use of pedagogical content knowledge, working together with students

and making learning experience fun and engaging. This can be achieved by

incorporating various strategies, effective classroom management, reflective

practice and growth mindset.

References

ACARA. (n.d). General Capabilities Introduction. Retrieved from

http://www.australiancurriculum.edu.au/generalcapabilities/overview/intro

duction

Adams, N. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal

of the Medical Library Association, 103(3), 152-153.

Adams, D. (2011). Effective Learning in the Life Sciences : How Students Can

Achieve Their Full Potential. (1st ed.).

Australian Institute for Teaching and School Leadership (AITSL). (2015).

Australian Professional Standards for Teachers. Retrieved from:

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Bennett, J., Hogarth, S., Lubben, F., Campbell, B., & Robinson, A. (2009).

Talking science: The research evidence on the use of small group

discussions in science teaching. International Journal Of Science

Education, 32(1), 69-95. doi: 10.1080/09500690802713507

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of

student engagement for students from low socio-economic backgrounds

with implications for technology and literacy practices. Pedagogies: An

International Journal, 10(4), 349-371.

Cavanagh, M., & Prescott, A. (2015). Your professional experience handbook:

A guide for preservice teachers. Frenchs Forest, Australia: Pearson

Australia.

Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream

classrooms. Literacy Learning: The Middle Years, 24 (2), 17-25.

Florian, T., Zimmerman, J. (2015). Understanding by Design, Moodle, and

Blended Learning: A Secondary School Case Study. MERLOT Journal

of Online Learning and Teaching, 11(1), 120-128.

Greiffenhagen, C (2012). Making rounds: The routine work of the teacher

during collaborative learning with computers. International Journal of

Computer-Supported Collaborative Learning, 7(1), 11-42.

Hammar-Chiriac, E., Granstrom, K. (2012). Teacher’s leadership and

student’s experience of group work. Teachers and Teaching, 18(3), 345-

363.

Marsh C., Clarke, M., & Pittaway, S. (2014). Marsh’s Becoming A Teacher.

New South Wales: Pearson Australia Group

New South Wales. Syllabus for Australian Curriculum (2012). Science 7-10

syllabus NSW syllabus for the Australian curriculum. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/science/science-7-10-2018

NSW Department of Education and Training. (2006). Gifted and Talented

Education: Curriculum Differentiation- The Maker Model. Retrieved from

http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/

pdf/ust3beach.pdf

Van De Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of

scaffolding in the classroom: support contingency and student

independent working time in relation to student achievement, task effort

and appreciation of support. Instructional Science, 43, 615-641.

Wijnia, L., Loyens, S., Derous, E., & Schmidt, H. (2015). How important are

student-selected versus instructor-selected literature resources for

students’ learning and motivation in problem-based learning?

Instructional Science, 43(1), 39-58.