Teaching program—Part 1: Matter
Chapter 5: Molecules of life
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
Chapter
opening mind
map
Introduction to
matter – elicit
students’ ideas and
understandings of
biomolecules,
protein, genetic
material and DNA .
Class discussion
and answer
questions.
Communication
of ideas
Whole of class
discussion and
concept map or as
group work (use open
questioning
techniques)
Alternatives: Socratic
dialogue.
Diagnostic
assessment –
listening to
student,
discussing and
identifying
misconceptions
that will need to
be dealt with by
asking probing
questions and
eliciting student
understanding.
Big questions:
5.1: What is so
important about
water?
5.2: Why are
proteins so
essential?
5.3: What
controls
biomolecules?
Opportunity to
establish prior
knowledge and
identify any
misconceptions.
Images at the
start of the
chapter can be
used to generate/
introduce
discussion.
Q and A worksheet to
identify any
misconceptions (use
open discussion
techniques).
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Stimulate interest
and curiosity
(dispositional facet)
Develop communication
skills of listening, viewing
and responding in all
activities in this unit
Practise safe,
responsible and
ethical behaviour
when conducting
all investigations
and activities in
this unit.
Prepare and
present reports
using a variety of
formats via all the
practivites and
experiments in this
unit
Expand knowledge of
specialised language to
communicate meaning and
gain practice in specific
forms of communication for
science – through all
activities in this unit.
Reasoning, processing
and inquiry thinking
skills throughout this
unit:
Students use a range of
questions types, locate and
select relevant information
from a variety of sources
when investigating.
Students reason; analyse
and use evidence to
support conclusions.
Students consider their
own and others’ points of
view; explore possibilities
and options.
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
5.1 What is so
important
about water?
The electronic
structure of water.
Questions: What
do you know
about the
structure of
water?
Experimenting
Water makes a
good solvent for
hydrophobic
substances.
Water is cohesive.
Practivity 5.1 –
Let’s stick
together
Surface tension
influences the way
water behaves.
Practivity 5.2 –
Floating
paperclips
Solid water expands
due to a lattice
arrangement.
Practivity 5.3 –
Frozen drink
bottle
Questions: What
do you know
about the
properties of
water?
Using models
Assessment
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Group work – use
assigned roles to
group members –
reporter, manager,
resource/materials
manager, recorder.
Use open questioning
techniques
Make systematic
observations,
hypothesise and
interpret recorded
data appropriately,
according to the
aims of the
investigation.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Group practical work.
Use open questioning
techniques
Develop reasoning
and critical thinking
(cognitive facet).
Could use
cooperative strategy
e.g. Think, Pair
Share; Three Step
Interview; Placemat
and Round Robin or
Brainstorming
Develop
understanding that
the nature of
scientific thinking is
not static
Use ICT – interactive
websites
Building molecular
models
Cooperative or
collaborative
techniques could be
used e.g. jigsaw;
placemat
Extra
resources
Develop creativity
and problem
solving
(operational facet).
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
Use ICT for visual thinking
to develop understanding
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding.
Students use
models as a tool to
interpret
observations and
explain
phenomena
Use word walls or
bingo games to
develop skills in use
of scientific terms
Students build own
glossaries – what
they think the word
means/what it actually
means in the scientific
context
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
2
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
Big Ideas
5.1 What is so
important
about water?
Understanding and
Connecting
Questions from
the Big Ideas.
Thinking skills
Bloom's Taxonomy
applied in the Big
Ideas
Remember – class
discussion (use open
discussion
techniques), written
work, homework or
collaborative work
Understand – group
or class discussion
(use open discussion
techniques); debate;
round table
discussion
Apply – cooperative
group work or
Socratic Dialogue;
group ICT
presentation of
responses
Analyse – ICT
research and
presentation or class
or group discussion
(use open questioning
techniques)
Evaluate – mind map,
debate, Q and A
session
Create
ICT to prepare a
response; accessing
online interactive elearning tools; web
search; build a model
– group or individual;
develop poster –
group or individual
work; scientific
communication
Formative
assessment
Worksheet 5.1.
This will elicit the
depth of student
understanding of
the big ideas of
the first part of this
unit.
Worksheet 5.1
What is so
important about
water? Reviews
ideas from this
part of the
chapter.
Communication
skills
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Develop reasoning
and critical thinking
(cognitive facet).
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Develop creativity
and problem
solving
(operational facet).
Expand knowledge
and apply the
concepts, theories,
principles and
models.
Use ICT for visual thinking
to develop understanding.
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
Students use
models as a tool to
interpret
observations and
explain
phenomena.
Worksheet 5.1 could
be done as class
work, homework or as
a group collaborative
exercise
ICT – interactive web
resources
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
3
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
5.2 Why are
proteins so
essential?
Protein is a polymer
of amino acids.
Questions: What
do you know
about the
structure of a
protein?
Experimenting
Tapping into relevant
everyday experiences
Formative
assessment
Worksheet 5.2.
This will elicit the
depth of student
understanding of
the big ideas of
the first part of this
unit.
Each amino acid
varies in its R group.
The R groups
interact so that the
protein folds into a 3
D shape.
Experiment 5.1 –
Protein digestion
Proteins have many
roles in our bodies.
Questions: What
do you know
about what
proteins do?
Receptors and
enzymes in the ‘lock
and key’ model.
Experiment 5.2 –
Denatured
proteins
Enzymes are
specific.
Questions: What
do you know
about the
properties of
enzymes?
Enzymes do not
take part in the
reactions.
Enzymes need a
particular set of
conditions or they
will denature.
Using models
Experimenting
Using a model to
predict and to explain
Group work – use
assigned roles to
group members –
reporter, manager,
resource/materials
manager, recorder.
Use open questioning
techniques
Practical Report
of Experiment
5.1 or 5.2.
Group practical work.
Use open discussion
techniques
Cooperative or
collaborative
techniques could be
used with discussion
questions e.g. jigsaw;
placemat.
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Students use the
particle model to
explain air
pressure.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Make systematic
observations,
hypothesise and
interpret recorded
data appropriately,
according to the
aims of the
investigation.
Stimulate interest
and curiosity
(dispositional
facet).
Develop reasoning
and critical thinking
(cognitive facet).
Develop creativity
and problem
solving
(operational facet).
Develop skills in
measurement
(pressure) and
using appropriate
units.
Stimulate interest
and curiosity
(dispositional
facet).
Develop reasoning
and critical thinking
(cognitive facet).
Develop creativity
and problem
solving
(operational facet).
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
4
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
Big Ideas
5.2Why are
proteins so
important?
Understanding and
Connecting
Big Ideas
questions
Thinking skills
Bloom's Taxonomy
applied in the Big
Ideas
Remember – class
discussion (use open
discussion
techniques), written
work, homework or
collaborative work
Understand – group
or class discussion
(use open discussion
techniques); debate;
round table
discussion
Apply – cooperative
group work or
Socratic Dialogue;
group ICT
presentation of
responses
Analyse – ICT
research and
presentation to class
or group discussion
(use open questioning
techniques)
Evaluate – mind map,
debate, Q and A
session
Create – ICT to
prepare a response;
accessing online
interactive e-learning
tools; web search;
build a model – group
or individual; develop
poster – group or
individual work;
scientific
communication
Formative
assessment
Worksheet 5.2.
This will elicit the
depth of student
understanding of
the big ideas of
the first part of this
unit with
hyperlinks to
websites for
animations,
elaboration and
research.
Connecting ideas
question
Worksheet 5.2
Why are
proteins so
important?
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Expand knowledge
and apply the
concepts, theories,
principles and
models.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Stimulate interest
and curiosity
(dispositional
facet).
Develop reasoning
and critical thinking
(cognitive facet).
Develop creativity
and problem
solving
(operational facet).
Use ICT for visual thinking
to develop understanding.
Select and use appropriate
search engines for Internet
research to locate
information and evaluate
the credibility, accuracy,
reliability and
comprehensiveness.
Organise and store
gathered information for
easy retrieval.
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding.
Worksheet 5.2 could
be done as class
work, homework or as
a group collaborative
exercise
ICT – interactive web
resources
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
5
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
5.3 What
controls
biomolecules?
DNA is a polymer of
nucleic acids.
Experimenting
DNA has a sugar
phosphate
backbone.
Experiment 5.3 –
Extracting DNA
from split peas
Could be introduced
using a concept map
or KWL chart or
cooperative strategy
such as PMI; Think,
Pair, Share or
Placemat and Round
Robin
Practical Report
of Experiment
5.1 or 5.2.
DNA forms a double
helix.
Questions: What
do you know
about the
structure of
DNA?
There are four
different nucleotides
in DNA: adenine,
thymine, cytosine
and guanine.
Questions: What
do you know
about the
structure of
RNA?
Adenine forms a
hydrogen bond with
thymine and
cytosine with
guanine.
RNA is a single
stranded polymer of
nucleic acids.
There are four
different nucleotides
in RNA: adenine,
uracil, cytosine and
guanine.
Using scientific
instruments
Making and
recording
measurements
ICT web research and
ICT presentation of
ideas
Making a model –
group or individual
work. Group work with
assigned roles. Use
open discussion
techniques
Developing scientific
literacy: interpreting a
current scientific issue
– word walls;
glossaries; language
bingo games or other
games
Use open questioning
techniques
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Stimulate interest
and curiosity
(dispositional
facet).
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Develop reasoning
and critical thinking
(cognitive facet).
Use scientific language.
Develop creativity
and problem
solving
(operational facet).
Use graphic organisers to
structure thinking
processes and assist in
constructing knowledge.
Develop skills in
measurement
(pressure) and
using appropriate
units.
Select and use appropriate
search engines for Internet
research to locate
information and evaluate
the credibility, accuracy,
reliability and
comprehensiveness.
Make and use
models to interpret
and explain
phenomena.
Students use
models to interpret
observations and
explain
phenomena.
Organise and store
gathered information for
easy retrieval.
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding.
Identify, analyse
and ask their own
questions in
relation to scientific
ideas or issues of
interest.
Adenine forms a
hydrogen bond with
uracil and cytosine
with guanine.
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
6
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
Big Ideas
5.3 What
controls
biomolecules?
Understanding and
connecting
Big Ideas
questions
Thinking and
communication
skills
Bloom's Taxonomy
applied in the Big
Ideas
Remember – class
discussion (use open
discussion
techniques), written
work, homework or
collaborative work
Understand – group
or class discussion
(use open discussion
techniques); debate;
round table
discussion
Apply – cooperative
group work or
Socratic Dialogue;
group ICT
presentation of
responses
Analyse – ICT
research and
presentation to class
or group discussion
(use open discussion
techniques)
Evaluate – mind map,
debate, Q and A
session
Create – ICT to
prepare a response;
accessing online
interactive e-learning
tools; web search;
build a model – group
or individual; develop
poster – group or
individual work;
scientific
communication
Formative
assessment
Worksheet 5.3
This will elicit the
depth of student
understanding of
the big ideas of
the first part of this
unit with
hyperlinks to
websites for
animations,
elaboration and
research.
Connecting ideas
question
Worksheet 5.3
What controls
biomolecules?
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Stimulate interest
and curiosity
(dispositional facet)
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Develop reasoning
and critical thinking
(cognitive facet).
Develop creativity
and problem
solving
(operational facet)
Expand knowledge
and apply the
concepts, theories,
principles and
models.
Worksheet 1.1 could
be done as class
work, homework or as
a group collaborative
exercise
ICT – interactive web
resources
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
7
Section
Learning focus
Learning
experiences
Science skills
Possible teaching
strategies
Fresh Ideas –
Biomolecules
of plants
The adhesiveness
of water helps in its
movement from the
roots to the leaves.
Thinking and
communicating
skills
ICT research
and
communication
Chlorophyll is an
enzyme important in
photosynthesis.
Could be introduced
using a concept map
or KWL chart or
cooperative strategy
such as PMI; Think,
Pair, Share or
Placemat and Round
Robin
The worded
equations of
photosynthesis.
ICT web research and
ICT presentation of
ideas
Assessment
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Develop reasoning
and critical thinking
(cognitive facet).
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Develop creativity
and problem
solving
(operational facet).
Genetically modified
GM foods have had
their DNA changed.
Organise and store
gathered information for
easy retrieval.
There are many
arguments for and
against GM foods.
Digging deeper
Research, review
and reflect
Select and use appropriate
search engines for Internet
research to locate
information and evaluate
the credibility, accuracy,
reliability and
comprehensiveness.
Research topics
Key words
Applying
understanding to a
new context
Research skills – use
a variety of resources
including web
searching.
Communicate ideas in
a variety of formats –
posters, oral
presentations,
graphics, multi-media,
interview experts
using Internet etc.
Diagnostic
assessment
using the Student
self-test to identify
level of student
understanding
Expand knowledge
and apply the
concepts, theories,
principles and
models.
Access online interactive
e-learning tools to assist in
the development of
knowledge and
understanding.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Use specific language to
describe thinking and
reflect on their thinking and
learning in the unit.
Describe and explain any
changes in understanding,
ideas and beliefs.
Group or individual
work.
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
© Oxford University Press Australia
8
Section
Learning focus
Transferring
Ideas
Transferring
knowledge and
understanding
Chapter test
Learning
experiences
Science skills
Possible teaching
strategies
Assessment
Student
reflection on
skills acquired
and
development of
understanding of
the concepts
and big ideas of
this unit.
Journaling
Summative self
assessment –
individual
reflection on
learning.
Summative
assessment – test
degree of
understanding of the
big ideas – uses
multiple choice and
short answer
questions.
Oxford Big Ideas Science 3
ISBN 978 0 19 556453 2
Extra
resources
VELS
Standards
Level 6
(Science)
VELS Standards
Level 6 (Other)
Expand knowledge
and apply the
concepts, theories,
principles and
models.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
Expand knowledge
and apply the
concepts, theories,
principles and
models.
Communicate using
specific conventions
appropriate to science
such as Venn diagrams,
diagrams, tables, scientific
reports.
© Oxford University Press Australia
9