Unit structure

Introduction
1.1 Lesson: The building blocks of life
1.2 Extension: Sizes of cells
1.3 Lesson: Introduction to microscopes
1.4 Practical activity: Using a microscope
1.5 Practical activity: Measuring with microscopes
1.6 Extension: Cell theory
2.1 Lesson: Parts of a cell
2.2 Lesson: Animal vs. plant cells
2.3 Practical activity: Make a cell model
2.4 Lesson: Cells under the microscope
2.5 Practical activity: Animal or plant?
3.1 Lesson: Specialized cells
3.2 Project: Putting cells to work
3.3 Extension: Cell biology and Aboriginal art
3.4 Extension: Mythbusters – Cell division
4.1 Quiz: The building blocks of life
4.2 Quiz: Introduction to microscopes
4.3 Quiz: Parts of a cell
4.4 Quiz: Animal vs. plant cells
4.5 Quiz: Cells under the microscope
4.6 Quiz: Specialized cells
Science and society
Career profile
Glossary
Test

Unit overview: Cells

Cells is a biology unit for Stage 4 students. It is designed to provide a basic
understanding of cells, their role in living things and how to use microscopes
to observe them. Students are introduced to the idea that understanding cells
can help us solve global issues, such as feeding a growing population.

The big ideas covered in this unit are:

Cells are the Cells are Cells are Cells can help us
building blocks specialized for microscopic solve global issues
of life different jobs

All living things are In multicellular Microscopes are Knowledge of cells

composed of one or organisms, different necessary tools for has far-reaching
more cells. Cells types of cells play observing cells. implications for
contain various different roles to Compound light human development.
organelles with keep the organism microscopes provide It can be applied to
different functions. alive. The structure of a limited view of cell diverse fields,
Organisms grow and each type reflects its structure, but we can including medicine,
repair themselves function. accurately draw what food production and
through a cycle of cell we see. environmental issues.
division and growth.

New South Wales Syllabus links

 Parts of plant Specialized cells
Outcome description and code (Stage 4) Cells and microscopes
and animal cells and cell division

Intr Sci Car

Strand o & eer
1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4
Soc

Conte Cells
nt are the
basic
units
of
living
things
and
have
special
● ● ● ● ● ● ● ● ● ● ● ● ●
ised
structu
res
and
functio
ns
(LW2)

Multic
ellular ● ● ● ● ● ● ● ●
organi
sms
contai
n
system
s of
organs
that
carry
out
special
ised
functio
ns that
enable
them
to
survive
and
reprod
uce
(LW3)

Scienti
fic
knowle
dge
change
s as
new
eviden
ce
becom
es
availab
le, and
some
scienti
fic
discov
● ● ● ● ● ● ●
eries
have
signific
antly
change
d
people
's
unders
tandin
g of
the
world
(LW4)

Scienc
e and ● ● ●
techno
logy
contrib
ute to
 finding
solutio
ns to
conser
ving
and
manag
ing
sustain
able
ecosys
tems
(LW5)

Value A
s and studen ● ● ● ● ● ● ● ● ● ● ● ●
Attitu t
des apprec
iates
the
import
ance
of
scienc
e in
their
lives
and
the
role of
scienti
fic
inquiry
in
increas
ing
unders
tandin
g of
the
world
around
them
(SC4-
1VA)
A
studen
t
shows
willing
ness to
engage
in
finding
solutio
ns to
scienc
e-
related
person
al,
● ●
social
and
global
issues,
includi
ng
shapin
g
sustain
able
futures
(SC4-
2VA)

A
studen ● ●
t
demon
strates
confid
ence in
makin
g
reason
ed,
eviden
ce-
based
decisio
 ns
about
the
curren
t and
future
use
and
influen
ce of
scienc
e and
techno
logy,
includi
ng
ethical
consid
eration
s (SC4-
3VA)

Skills A
studen ● ● ●
t
identifi
es
questi
ons
and
proble
ms
that
can be
tested
or
resear
ched
and
makes
predic
tions
based
on
scienti
fic
knowle
dge
(SC4-
4WS)

A
studen
t
follows
a
seque
nce of
instruc
tions
to
safely
undert
ake a
range
● ● ● ● ●
of
investi
gation
types,
collabo
rativel
y and
individ
ually
(SC4-
6WS)

A
studen ● ● ● ● ●
t
proces
ses
and
analys
es data
from a
first-
hand
investi
gation
and
second
ary
source
s to
identif
y
trends,
patter
ns and
relatio
nships,
and
draw
conclu
sions
(SC4-
7WS)

A
studen ● ● ● ● ● ●
t
presen
ts
scienc
e
ideas,
finding
s and
inform
ation
to a
given
audien
ce
using
approp
riate
scienti
fic
langua
ge, tex
t types
and
repres
entatio
ns
(SC4-
9WS)
Unit overview

Purpose Summary Materials required

Introduction (approx. 30–45 minutes)
To engage students using the Battle of the burgers Nil
real-world context of a ● short videos introduce the issue of cultured meat and its potential social impact
$300,000 hamburger made ● class poll and questions about cultured meat
from cells and to identify
students' prior understanding What do you already know?
of cells. ● class poll to elicit prior student knowledge about cells
● draw a cell using prior knowledge

Cells and society

● interactive image to explore different ways knowledge of cells has been used

Reflection
● Creative Questions Visible Thinking routine
1.1 Lesson: The building blocks of life (approx. 30–45 minutes)
To explain what cells are and What are cells? Nil
explore how they are ● basic introduction to cells
organized into tissues, organs
and organ systems. One cell or many?
● applying the distinction between unicellular and multicellular organisms

Levels of organization
● short video explaining the relationship between cells, tissues, organs and organ systems

Reflection
● Connect, Extend, Challenge Visible Thinking routine

Formative assessment
● 4.1 Quiz: The building blocks of life
1.2 Extension: Sizes of cells (approx. 45–60 minutes)
To explore the sizes of cells Sizes of cells Nil
compared to familiar objects. ● interactive simulation to compare the sizes of very small things

Microscopic units of measurement

● introduction to micrometres and nanometres
 Converting between units
● how and why we convert units of length, with application to cells

Reflection
● Very Important Points thinking routine
1.3 Lesson: Introduction to microscopes (approx. 60–90 minutes)
To introduce students to light Microscopes ● microscopes (class set)
microscopes and how to use ● short animated video to compare different types of microscopes (compound light microscope, stereo
them. light microscope and electron microscope)

Using a microscope
● interactive simulation exploring the parts of a compound light microscope and their use
● questions to test understanding of key concepts

Magnification and field of view

● the relationship between magnification and field of view, and how to select magnification

Caring for your microscope

● short video about proper microscope handling

Reflection
● Connect, Extend, Challenge Visible Thinking routine

Formative assessment
● 4.2 Quiz: Introduction to microscopes
1.4 Practical activity: Using a microscope (approx. 45–60 minutes)
To teach basic microscope Getting ready ● microscopes (class set)
skills, including how to ● interactive simulation to view a range of electron micrographs of everyday objects ● microscope slides
prepare, view and draw dry ● revision of microscope safety and correct handling procedures ● sticky tape
mount slides. ● printed text containing the
Investigation letter ‘e’
● predict-observe-explain method about the orientation of the letter 'e' under the microscope ● table salt
● compare the differences between salt and sugar ● white sugar
● optional: a range of small
Reflection objects to observe under
● Very Important Points thinking routine the microscope
● optional: a microscope
camera to project images
1.5 Practical activity: Measuring with microscopes (approx. 45–60 minutes)
To explain how to use a
microscope's field of view to
measure the size of a
specimen.
1.6 Extension: Cell theory (approx. 45–60 minutes)
To introduce the cell theory
and the scientists that
contributed to its
development, highlighting the
importance of collaboration
and technology for scientific
progress.
2.1 Lesson: Parts of a cell (approx. 45–60 minutes)
To introduce the structures
and functions of the main
organelles, focusing on plant
cells.
2.2 Lesson: Animal vs. plant cells (approx. 30–45 minutes)
To compare the different
features and functions of plant
and animal cells.
Microscopic measurements ● light microscopes (class
● calculating the length of an object relative to a larger object set)
● microscope slides
Investigation ● range of small seeds,
● measuring the field of view including poppy seeds
● calculating the sizes of specimens in micrometres ● small beakers or cupcake
liners
Reflection ● transparent metric rulers
● Connect, Extend, Challenge Visible Thinking routine with flat edges
Where do living things come from? Nil
● the theory of spontaneous generation
● the nature of scientific theories
Cell theory
● short video describing the discovery of cells and the development of cell theory
Reflection
● Headlines Visible Thinking routine
Organelles ● coloured pencils
● brainstorming activity about organs and their roles in the body ● mobile phones or tablets
● interactive simulation: building a plant cell out of its parts ● printed copies of the
augmented reality plant
Exploring cells in 3D cell PDF
● augmented reality 3D plant cell, involving colouring and labelling ● Quiver app (Apple Store,
● 360-degree video and/or virtual reality tour of a plant cell Google Play)
● optional: VR headsets
The functions of the parts of a cell
● distinguishing organelles by their functions
Reflection
● Connect, Extend, Challenge Visible Thinking routine
Formative assessment
● 4.3 Quiz: Parts of a cell
Comparing plant and animal cells Nil
● revision of plant organelles and their functions
● differences between plants and animals and how they might relate to cells
 Investigating further
● interactive simulation: building a plant cell out of its parts

Under the microscope

● interactive simulation to try distinguishing plant and animal cells under the microscope

Reflection
● I used to think, but now I think Visible Thinking routine

Formative assessment
● 4.4 Quiz: Animal vs. plant cells
2.3 Practical activity: Make a cell model (approx. 100–120 minutes)
To build a physical model of a Scientific models Assorted materials to create
plant or animal cell, or create ● different types of scientific models and their uses models
an analogy to illustrate the
functions of the parts of a cell. Build a model cell
● activity of creating a model of a cell, labelling each part and explaining its function

Extension: Cell analogy

● creation of an analogy to describe the roles of organelles in a cell

Reflection
● What I did well, what I can improve on thinking routine

Assessment rubric provided

2.4 Lesson: Cells under the microscope (approx. 45–60 minutes)
To observe cells and represent Scientific drawing Nil
them accurately through ● introduction of the rules for good scientific drawing
scientific drawing. ● applying the rules to microscope images of cells

Labelling parts of a cell

● the reasons why only a few organelles may be identifiable under the microscope
● compare real plant cell images with model plant cells

Reflection
● Very Important Points thinking routine

Formative assessment
● 4.5 Quiz: Cells under the microscope
2.5 Practical activity: Animal or plant? (approx. 100–120 minutes)
To compare and contrast plant Investigation ● microscopes (class set)
and animal cells using a ● prediction of how animal and plant cells could be distinguished under the microscope ● pre-prepared slide sets:
microscope. ● drawing plant cells and animal cells scientifically Slide 1: animal cells
● identification of Sample X as containing plant cells or animal cells Slide 2: plant cells,
preferably with
Reflection chloroplasts
● Connect, Extend, Challenge Visible Thinking routine Slide 3: similar to Slide 2
3.1 Lesson: Specialized cells (approx. 30–45 minutes)
To introduce the idea of cell Cell specialization Nil
specialization and ● student poll to consider basic survival needs of humans
explore common examples in ● introduction of the concept of cell specialization
plants and animals.
Specialized cells in animals
● examples of specialized cells and their roles in organism survival
● relationship between structure and function

Specialized cells in plants

● research a particular type of specialized plant cell

Reflection
● Headlines Visible Thinking routine

Formative assessment
● 4.6 Quiz: Specialized cells
3.2 Project: Putting cells to work (approx. 100–120 minutes)
To apply knowledge of Research project Nil
specialized cells to a creative ● creation of a résumé for a specialized cell
task – preparing a résumé for
a specialized cell. Assessment rubric provided
3.3 Extension: Cell biology and Aboriginal art (approx. 45–60 minutes + creation of a piece of art)
To examine patterns in cell Patterns in nature ● art materials: paper,
biology, nature and in ● comparison of patterns in cells/tissues to patterns elsewhere in nature pencils, markers, paint,
Australian Aboriginal Art, and paint brushes
generate new artistic Patterns in Australian Aboriginal art
representations of cells and ● interpretation of Aboriginal artworks from the perspective of cell biology
tissues.
Create your own cell art
● creation of a new artwork inspired by patterns in cells and tissues
 Reflection
● I used to think, but now I think Visible Thinking routine
3.4 Extension: Mythbusters – Cell division (approx. 45–60 minutes)
To explain in simple terms the Fact or myth? Nil
role of cell division in growth ● student poll to diagnose common misconceptions about cell division
and reproduction.
Cells multiply by dividing
● simple description of cell division and its roles in the body

Reflection
● I used to think, but now I think Visible Thinking routine
Science and society (approx. 60 minutes + 1 week of student preparation)
To extend students' How do Socratic seminars work? Download and print
understanding of the potential ● background to running a Socratic seminar stakeholder name tags
social impact of cultured meat
through a Socratic seminar. The topic: Feeding the future with cultured meat
● stakeholder perspectives and task description

Pre-work (completed in the week prior to the seminar)

● research of discussion questions from a particular stakeholder perspective

Socratic seminar
● Participation in the Socratic seminar and giving peer-peer feedback

Reflection
● De Bono’s six thinking hats creative thinking routine

Assessment rubric provided

Career profile (approx. 10–15 minutes)
To encourage students to Thomas King Nil
reflect on how STEM skills are ● short profile video and discussion questions
relevant in many walks of life.
Test (approx. 45–60 minutes)
Summative assessment for the core content of the unit