Skills Attitudes

Subject: Integrated science

1. Classifying 1. Appreciation
Level: Second form
2. Draw 2. Collaboration
Duration: 3-5 weeks
3. Communicating 3.Objectivity
January 21st – February
22, 2019

1. Discovery of Cells
 Definition of a Cell
 Manipulating a 2. Comparing animal and
microscope plant cells
 Cell theory Cells  Identify unicellular
and multicellular
organisms
 Organizing
information for
animal and plant cells
 Use models to
compare structures of
animal and plant cells

3. Forming a multicellular
Organism

 Forming a multicellular
organism (Cells, tissues,
organs, organ systems)
 Specialize cells
1
Subject: Integrated Science

Level: Form 2

Duration: 3-5 Weeks (January 21- February 22, 2019)

Unit of Work:

Content Standards:
No. 3 Describe and use the microscope effectively in the analysis of typical plant and animal
cells and appreciate the relation to cell organization.
Learning outcome:
3.3 Manipulate the microscope to obtain a clear image of the specimen.
3.4 Draw and label the parts of a typical plant and animal cell visible under a light microscope.
3.6 Compare and contrast the structures of typical plant and animal cells.
3.7 Explain the relationship among cells, tissue, organs, systems and the organism, giving
examples.

Goals:
1. Examine typical animal and plant cell through the use of a microscope
2. Distinguish between plant and animal cells structure and function
3. Explain the interactions between a community of living organisms and their physical
environment.
4. Value the use of models to explain the interactions of cells within the ecosystem and in
our daily life.

Rationale
This unit looks at the different ways scientists have described and classified types of cells and the
ecosystem. It focuses on the types, structure, and function of the cell. For an in-depth
understanding of cells, students will create models to compare and contrast the structures and
function of animal and plant cells. Students regularly interact with a variety of living organisms
within their environment; therefore, this unit will conceptualize the importance of cells and its
interaction with the physical environment. Students will learn that cells are the basic unit of
living things and work together in a multicellular organism. They will interpret that cells have

1
unique organelles that enable the unit to operate effectively. With the use of a microscope and
outdoor observation, the student will be able to classify cells. Also, students will learn the
structural organization of cells to form complex systems and organisms. Consequently, Students
will develop quantitative and scientific observational skills through scientific inquiry as they
discover their environment in which they live.

2
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Cells Through classroom Direct Instruction Traditional
Sub-topic: Discovery discussion on the parts Phase 1: Introduction Assessment:
of Cells of a microscope, and review Students are given a
Materials: students will be able to : Teacher presents the worksheet with ten
 Microscope, glass  Anton Von Leeuwenhoek is the 1. Identify and question “what reasons questions to identify the
slides, coverslips true father of microscopy who manipulate the would you need to use a parts and function of the
 Projector created the first microscope and components of a microscope?” for the microscope.
 Ruler, pencil, etc. first describe bacteria, yeast microscope class to discuss with Authentic Assessment:
 Microscope lab cells and microscopic life in a 2. Explain the procedure their peers. The teacher The teacher uses a
worksheet droplet of water. for viewing low power then calls on peers to checklist rating to assess
References:  Robert Hooke noticed tiny and high power share their answer to the a student’s ability to
 Fong, J., Kwan, “compartments” of cork and magnification. class to get an idea of manipulate and explain
L. P., Lam, E., 3. Value the importance the student’s previous the procedure to use a
thus calling the structures
Lee, C., & Lim,
L. P. (2014). “cells.” of the microscope as a knowledge. microscope properly.
Lower  Cells are the basic unit of all tool to see the micro Phase 2: Presentation
Secondary world. Teacher projects a
living organism. All organisms
Science Matters.
are made up of cells. reading passage on the
In Lower
Secondary  Simple organisms such as board for a student to
Science Matters amoeba are made up of only read and others to listen
(pp. 108-120).
one cell and are described as about the history of the
Malaysia:
Marshall unicellular organisms. microscope. Teacher
Cavendish demonstrates the parts
Education. of a microscope and the

3
Skills:  Majority of plants are made up safety procedure of the
 Classify of thousands of cells described equipment.
 Draw as multicellular organisms. Phase 3: Guided
 Communicate  A typical cell contains five practice
Attitudes: main parts: nucleus,  Students will
 Appreciation chromosomes, cytoplasm, cell watch as teacher
 Collaboration membrane, and vacuole. Plant demonstrate how
 Objectivity cells contains cell wall and to use the

chloroplast. microscope to
view a specimen
letter “e.”
Phase 4: Independent
practice
 Students in their
groups of four will
demonstrate how
to manipulate the
microscope and
work together as
a team to
complete guided
questions.

4
Topic/Sub-topic Concept: Objectives: Teaching Assessment(s):
Strategies:
Topic: Cells Through the use Integrative Traditional
Sub-topic: Comparing animal and of a plant and Model Assessment:
plant cells animal cell image, Phase 1: Open-  Students
Materials: Projector, notebook, students will be ended phase create a
pens, worksheet, video able to:  Teacher ven
References:  Identify the present to diagram

 Fong, J., Kwan, L. P., Lam, different the class illustratin

E., Lee, C., & Lim, L. P. parts of a an image g the
(2014). Lower Secondary similaritie
typical cell of a typical
Science Matters. In Lower
( plant and plant and s and
Secondary Science Matters
(pp. 108-120). Malaysia: animal) animal cell. difference
Marshall Cavendish  Infer  Teacher between
Education.
whether an ask plant and
 3D Flexible Movement in organism is students animal
Euglena (to show
flagellum).mp4. (n.d.). an animal what is the cells.
Retrieved from  Simple organisms such as amoeba are
or plant image
https://docs.google.com/file/d/0BwoC3CphtA1LRkthRjVJbWd0bD
Q/view made up of only one cell and are
cell, based illustrating Authentic
described as unicellular organisms.
on its and what Assessment:
Skills:
 Classify cellular do they  Students
notice will
5
  Draw  Majority of plants are made up of compositio about the discuss
 Communicate thousands of cells described as n image base the

Attitudes: multicellular organisms.  Value the on careful similaritie

 Appreciation  A typical cell contains five main parts: importance observatio s and

 Collaboration nucleus, chromosomes, cytoplasm, cell of drawing n? difference

 Objectivity membrane, and vacuole. Plant cells of cells to Phase 2: Causal in plant

contains cell wall and chloroplast. represent phase and

their  Students animal
various are told to cells
forms look at orally.
existing in both  Students
our pictures of will share
environme cells and of other
nt. determine cells
how to types
compare they have
the two heard
images. about
 “looking at within
both their
structures communit
what y.
differences
can you
point out?”

6
  Looking at
the
boundaries
of the cell,
why one
cell has a
cell wall,
and the
other does
not.
Phase 3:
Hypothetical
phase
 Teacher
place
students in
groups of
four
members.
 Students
are
provided a
Venn
diagram to
write down

7
 the
similarities
and
differences
of
structures
that exist
from both
cell images
One
member of
each group
is called to
share their
answer.
 Teacher
makes
clarificatio
n where
needed.

Phase 4: Closure
and application
 Teacher
presents a

8
 video of a
euglena
and asks
students to
determine
if the
organism is
an animal
or plant
cell.
Students
will justify
their
reasons
pointing
out
structures
of a cell.
 Teacher
asks
students to
provide
evidence
to prove
that a cell

9
 is living.
Hint (MRS
GREN)
 Teacher
summarize
s to the
class that
animal and
place cells
have
similar
structure
and also
distinct
differences
. Cells also
have
specific
characteris
tic that
makes
them living
things.

10
Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):
Topic: Science and With the use Phase 1: Traditional
 The cell is the basic unit of living systems. To
the Environment develop an understanding of the functional of a cell Introduction Assessment:
Sub-topic: processes that take place in a cell, it is helpful to worksheet and  Teacher  Students are
Organelle functions draw an analogy to a city. class presents the provided a
Materials:  Floating around the cytoplasm are small discussion, warm-up on worksheet to
Projector, notebook, structures called organelles. Like the organs in students will the board for match the
your own body, each one carries out a specific function of
pens, worksheet, be able to: students to
function necessary for the cell to survive.
video 1. Recognize identify the city parts to
 Imagine the cell as a miniature city. The organelles
References: might represent companies, places, or parts of the and parts of a cell function of

 Fong, J., city because they each have similar jobs. differentiate and provide organelles
Kwan, L. P., the parts and evidence if it’s within cells.
Lam, E., Authentic
function of a an animal or
Lee, C., &
typical cell. plant cell. Assessment:
Lim, L. P.
(2014).  Students
2. Relate the  Students share
Lower think
functions of a their
Secondary
cell to the the part
Science information
Matters. In of Caye
analogy of a with their
Lower Caulker
miniature city. peers before
Secondary Island as
Science 3. Value the being called to
an
Matters (pp. importance of share with the
108-120). analogy
the cells as the class.
Malaysia: of a cell.
building block
Marshall Phase 2:
of living
Presentation

11
 Cavendish things and  Teacher
Education. carries projects a
Skills: specific picture of a
 Classify functions plant and
 Draw necessary for animal cell on
 Communicate the cell to the board and
Attitudes: survive. explains to
 Appreciation students that
 Collaboration the cell and its
 Objectivity organelles can
be analogous
to a miniature
city.
 Teacher
presents the
parts of a
typical city on
the board.
 The teacher
provides
examples of an
organelle, e.g.,
the nucleus
having the

12
 function to be
the control
center of the
cell which
equates to the
Caye Caulker
village council
of the island.

Phase 3:
Comprehension
Monitoring
 Teacher
illustrates to
students they
are to write the
function of the
cell base on
the description
of the city
information
presented.
 Students will
work in pairs
to complete

13
 the worksheet
writing down
the function of
each organelle.
 After 20
minutes the
teacher
discusses with
students the
functions of
each organelle
to provide
feedback with
their response.

Phase 4: Integration
 Teacher
projects an
interactive
website on the
board in which
students will
interact with
the teacher to
build a cell.

14
  Students will
use their
comprehension
skills to
determine
what organelle
is necessary to
help build the
cell.

Phase 5: Review and

Closure
 Teacher
summarizes to
the class that
animal and
plants cells
have similar
structure and
also distinct
differences. It
is the function
of the
organelle that
helps the cell
to operate as a
miniature city.

15
Topic/Sub-topic Concept: Objective Teaching Strategies: Assessment(s):
s:
Topic: Science With the Phase 1: Introduction and Review Traditional
and the use of a  Teacher presents the warm-up questions on Assessment:
the board for students to think pair and
Environment lab sheet,  Students
share their information.
Sub-topic: Plant microscop  The teacher then discusses with students the follow
Cells Microscope e, and answers. directions
Lab discussion Phase 2: Presentation from the

Materials: , students  Teacher presents a video about the rules of lab sheet.
scientific drawing.  Students
Projector, will be
https://www.youtube.com/watch?v=HElwo
notebook, pens, able to: complete
oECl2Y
worksheet, video 1. Draw a  Teacher review with the class the rules of three

References: plant cell scientific drawing. questions

 Fong, J., as viewed Phase 3: Guided practice about the

Kwan, L. under a  Teacher reveals to students specimen of plant cells
P., Lam, onion and green peppers. Students will take observatio
light on the role of a botanist to look at these
E., Lee,
ns.
C., & microscop specimen under the microscope and identify
Lim, L. P. e. its structures within the cell. Authentic
(2014).  Teacher passes out lab sheet to students and Assessment:
2. Use the
Lower indicates to them the procedures to view the
 Students
Secondar microscop specimens.
work as a
16
 y Science e safely Phase 4: Independent Practice botanist
Matters. and  Students will forms groups to share a by
In Lower microscope and prepare a wet mount slide
correctly preparing
Secondar of onion cells and green pepper cells.
y Science to identify  Students will work together to obtain a a wet
Matters different drawing of the specimens and complete the mount
(pp. 108- concluding questions. slide of
parts of a
120).
typical Conclusion onion and
Malaysia:
Teacher summarizes to class the concluding sweet
Marshall plant cell:
questions from the lab sheet and about the
Cavendis pepper
cell wall, similarities and difference between the green
h
cell pepper cells and onion cells. Overall that cells specimen.
Education
. membrane
make up the building block of living things.  Students
draw what
 3D ,
Skills: they see
cytoplasm
 Classify via light
, nucleus,
 Draw microscop
vacuole,
 Communic e and
and
ate demonstr
chloroplas
Attitudes: ate the
t
 Appreciati skills of a
3. Value
on scientist.
the
 Collaborati importanc
on
e of the
Objectivity cells as
the

17
 building
block of
living
things and
carries
specific
functions
necessary
for the
cell to
survive.

Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):

Topic: Science and the With the use of a lab Introduction: Direct Traditional
Environment sheet, microscope, and Instruction Model Assessment:
Phase 1: Introduction
Sub-topic: Animal Cells discussion, students will  Students
and Review
Materials: Projector, be able to:  Teacher follow
notebook, pens, worksheet, 1. Draw an animal cell as presents the directions
warm-up from the lab
microscopes and prepared viewed under a light
questions on the
slides microscope. sheet.
board using
References: 2. Use the microscope Kahoot online  Students
formative
 Fong, J., Kwan, L. safely and correctly to complete
assessment
P., Lam, E., Lee, C.,
18
 & Lim, L. P. (2014). identify different parts of a website for three
Lower Secondary typical animal cell: cell students to questions
Science Matters. In answer using
membrane, cytoplasm, about the
Lower Secondary their device.
Science Matters (pp. nucleus, vacuole,  Students will animal cells
108-120). Malaysia: chromosomes. answer ten observations.
Marshall Cavendish interactive Authentic
3. Value the importance of
Education. questions about
the cells as the building Assessment:
the microscope
block of living things and use and the  Students
Skills: parts of plant
carries specific functions work as a
 Classify and animal
necessary for the cell to cytologist by
 Draw
cells.
survive.  Looking at real- viewing a
 Communicate prepared
time feedback
Attitudes: from students slide of
 Appreciation responses, the
intestine
teacher will
 Collaboration cells and
clarify any
 Objectivity misconceptions. honeybee

Phase 2: Presentation mouth cells.

 Teacher Students draw what
presents they see via light
prepared slides
of intestines and microscope and
honey bee and demonstrate the
carries out a skills of a scientist.
discussion
about the parts
of an animal
cell when

19
 viewed under a
microscope.
The teacher also
discusses with
the class the
procedures to
view the
prepared slides.
The teacher will
then divide the
class into four
groups to allow
each group to
use a
microscope and
draw their
specimen when
seen from the
microscope.

Phase 3: Guided
practice
 Students will
take on the role
of a biologist to
look at these
specimen under
the microscope
and identify its
structures
within the cell.

20
  Teacher passes
out lab sheet to
students and
indicates to
them the
procedures to
view the
specimens.
 The teacher
walks around to
observe groups
demonstrating
the proper use
and
manipulation of
the microscope
to view a
specimen.

Phase 4: Independent
Practice
 Students will
forms groups to
share a
microscope and
view the
prepared slide
of animal cells.
 Students will
work together
to obtain a
drawing of the

21
 specimen and
complete the
concluding
questions.

Conclusion
The teacher will
summarize the
concluding questions
from the lab sheet and
about the similarities
and difference between
the animal and plant
cells. Overall that cells
make up the building
block of living things.

22
Topic/Sub-topic Concept: Objectiv Teaching Strategies: Assessment
es: (s):
Topic: Science and the  Cells come in many different With the Introduction: Direct Instruction Model Traditional
Environment shapes and sizes. Each type use of a Phase 1: Introduction and Review Assessment
 Teacher presents the warm-up picture
Sub-topic: Specialized Cells of cell has a special job to lab sheet : Teacher
( specialized cells) on the board for
Materials: Projector, notebook, do. and class students to match the cells with the observes
pens, worksheet, video discussio appropriate descriptions. students
 Teacher asks students to think of one
References: n, drawing of a
word that exhibits between all three
 Fong, J., Kwan, L. P., students cells and explain why they chose that specialized
Lam, E., Lee, C., & Lim, will be word. cells
L. P. (2014). Lower
able to: Phase 2: Presentation following
Secondary Science
Matters. In Lower 1. Draw  The teacher explains to students that the scientific
Secondary Science Matters not all cells will look the same and
and label drawing
(pp. 108-120). Malaysia: behave the same. Some cells will
at least have specific adaptations and specific rules.
Marshall Cavendish
Education. two function to help a multicellular Authentic
specialize organism. These cells are called Assessment
 YouTube. (2019). Specialised Cells
BBC19LS02. [online] Available at: specialized cells.
d cells for : Students
https://www.youtube.com/watch?v=neF
fUk0NXgY [Accessed 5 Feb. 2019].
 Teacher ask students where do you
both plant think the cells from the picture can be discuss in
and found; animal or plant category? Do class
you think plant cells also have
animals. examples of
Skills: specialized cells? If so, what are some
2. specialized cells that exist in a plant? common
 Classify
Explain What are their functions and specialized
 Draw adaptations?
the cells they
 Communicate Phase 3: Guided practice
differenc have heart
Attitudes:
23
  Appreciation e between  The teacher will inform students that community
 Collaboration the they will look at five specialized cells members
of plants and animals to know about
Objectivity structure talking
their adaptations and functions.
and  The teacher will distribute “specialize about.
function cell worksheet” and guide students Students
about what they will be doing to
of also moved
complete it.
specialize  The teacher will point out five around the
d cells. specialized cells and indicate to classroom
3. Value students which part of the lab sheet stations
they will place the animal and plant
the obtaining
specialize cells information.
importan information
Phase 4: Independent Practice
ce of  Students will break up into five teams about a
specialize containing no more than three specialized
d cells to members per team. 1. Red blood cell cell.
2. Nerve cell 3. Root hair cell, 4.
take on
Palisade cells 5. White blood cells.
specific  Each student will be given a
roles worksheet but work together as a
team to identify the type of cell, its
contributi
adaptations, and function. After 5
ng to minutes interval groups move to
complex another station to ensure they visit all
organs stations and that they are timed on
task.
and
 They are to imagine that if they were
system of a specialized cell to think of what
plants

24
 and unique structures are essential to carry
animals. out that particular job.

Conclusion
The teacher will present a 5-minute video
summary
(https://www.youtube.com/watch?v=neFfUk
0NXgY)of the specialized cells they
discovered in class and explain that without
these cells a multicellular organism would
not be able to operate efficiently and
effectively.

Topic/Sub-topic Concept: Objectives: Teaching Strategies: Assessment(s):

Topic: Science and the With the use of Inquiry Model Traditional
Environment research Phase 1: Assessment:
Introduction
Sub-topic: Ecology worksheet and Teacher provides
 Teacher
Materials: Projector, class discussion assigns a scaffolding
notebook, pens, students will be students in working to allow
groups of
worksheet, video able to: students to gather
four. One
References: 1. Write person is the information about
examples of facilitator, the levels of
write, time
Skills: cells appropriate organization.
keeper and
 Classify Relayer.
25
  Draw to the levels of Facilitator Authentic
 Communicate organization. keep group Assessment:
members
Attitudes: 2. Apply their Students in
involved and
 Appreciation knowledge of generates groups of four
 Collaboration cells to a discussion, create a foldable
writer
Objectivity creative task- of an organism
documents the
preparing a important illustrating its
foldable of the points that level of biological
will be
levels of organization.
presented at
organization in the end, and
animals. time keeper
3. Recognize keeps the
discussion at
and explore that 5 minutes and
in multicellular share key
organisms, cells time
checkpoints.
are basic
Relayer share
building blocks the group’s
that are information
with the class.
organized into
 In groups
tissues, organs students will
and systems for discuss
the organism to possible
answer to the
function question
properly. “What would
living things
26
 look like if
there were
no
specialized
cells?”
 Teacher calls
on groups to
explain to
explain what
they think
about the
question by
proving
reasons.

Phase 2: Gather
 Students will
be place in
groups of 5
members to
first gather
information
about the
levels of
organism.
 After 25
minutes of
gather and
writing down
information
students then
27
 decide on
their roles to
create a
foldable of
the level of
organization.

Phase 3 Process
 Students
within groups
decide on the
organism they
would like to
illustrate their
levels of
organization.
 Students will
decide on the
creative
design to
illustrate on
their foldable.
 Student carry
out their
specific roles
to create their
foldable.

Phase 4: Review and

Conclusion
 Students
communicate
their foldable
28
 illustrating
their choice of
organism and
its appropriate
level of
organization

Culminating activity: Teacher provides a “buffet of opportunity” consisting of five options to display what they learned from the unit of cells. The
five options are: Cell children book, 3D-Model of a cell, Cell rap song, Cell brochure or Cell music video. Students are to select “one opportunity”
and spend one week to prepare their product. At the end of the week students then showcase their product to the class illustrating what new
information they learned and the importance of knowing the unit of cells to assist modern sciences. Cell options was adapted from :
http://www.enetlearning.org/wp-content/uploads/2015/04/Cell-Structure-and-Function-Activities.pdf

29