Science Stage 6 Support Document Part 1
6 Sample Programs
6.1
Introduction
The following section includes a module from each of Biology, Earth and Environmental
Science, Senior Science, Chemistry and Physics Preliminary courses. These sample
programs have been developed to represent a model through which the modules may be
unpacked and programmed.
Each sample program contains possible elements of a teaching program that can assist in
understanding the requirements of the syllabus and provide the teacher with assistance in
identifying resources and planning the day-to-day running of the class involved.
The elements of each sample program include the following:
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Contextual outline of the module – the purpose of the contextual outline is to provide
teachers with an overview of the intent of the module. The contextual outline should be
viewed as ‘setting the framework’ for the module. However, it is not examinable.
Concept map – this provides teachers with an overview of the links between various
aspects of the knowledge and understanding incorporated into the module.
Skills overview – a broad range of skills are mandated by the syllabus, and these
programs have been developed with the view that certain skills are better developed
within some contexts than others. The skills best suited to the module are identified. In
addition, skills that will need to be taught during each module have been identified by the
insertion of a T after the code for the skill. The need to teach this skill will have been
identified several times in the module. However, it is expected that the level of support
required should decrease during each module as students increase their expertise.
Values and attitudes overview – although all aspects of the values and attitudes
outcomes can be addressed throughout the modules, specific examples of the areas for
focus have been identified in the teaching program.
References – comprehensive, but not exhaustive lists of texts, websites, videos and
software have been identified. It is expected that one aspect of the skills development of
the students in each course is that they learn to identify a wider range of resources and
assess the value of these resources.
A range of possible assessment tasks – the type and use of each assessment task
would depend on students’ prior experiences. Within the sample programs are examples
of diagnostic, formative and summative tasks that could be used to assess a range of
skills, knowledge and understanding. Note that the lists of assessment tasks are
included, not in the expectation that students will undertake every task, but merely to
stimulate discussion and to provide examples of how the different types of tasks can be
used.
Syllabus extracts – each section of the teaching program is preceded by the relevant
syllabus extract, so that relationships between the syllabus and teaching strategies are
identifiable.
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Science Stage 6 Support Document Part 1
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Indication of timing appropriate for each teaching segment – each module has been
assigned a number of indicative hours based on the work of the feasibility teams during
the period of syllabus development. Each section of the teaching program has been
assigned a number of hours on the basis of the work required in the section. This
allocation of time is no more than a guideline because students’ prior learning and
experiences will determine the time required to implement each area of skills and
knowledge and understanding development.
Preparation suggestions – where included, these cover the range of resources that the
teacher might have to collect and/or develop prior to the implementation of that section
of the syllabus. The suggestions may assist teachers with identifying possible new
resources as well as signalling the need to order perishables at appropriate times.
Suggested teaching and learning activities – these demonstrate the unpacking of the
syllabus and the amalgamation of columns 2 and 3 in each module. While a sequence is
suggested, teachers could well decide to use a different way of organising the activities
required to implement the syllabus.
Footnoted references – these indicate resources which can be used in each section of
the teaching program; the full references are listed at the end of each module.
Evaluation questions and pro forma – a wide range of evaluation questions has been
included and the focus used by each teacher during this evaluation period may be
influenced by the philosophy and policies of the school and science faculty. A sample
pro forma is included and it is envisaged that the issues mentioned above would
determine the questions on this pro forma.
The programs have been designed so that, in most cases, it is possible to align the syllabus
references and the preparation required with the accompanying teaching strategies on the
opposite or following page. Teachers are encouraged to use the sample programs in this
way, so they may become familiar with the relationship between the syllabus and its
interpretation in the suggested teaching and learning strategies.
To assist with implementation, further sample programs on the modules in each syllabus
are being developed by the organisations listed below. The material developed is available
at the website indicated.
Department of Education and Training: http://www.newhsc.schools.nsw.edu.au
Catholic Education Commission: http://www.cecnsw.catholic.edu.au
Association of Independent Schools: http://studentnet.edu.au/aispd
Science Teachers Association of NSW: http://www.stansw.asn.au
Please note that while every care has been taken to ensure that syllabus requirements have
been met in each sample program, it remains the responsibility of the teacher implementing
the program to confirm that this is the case. Teachers will need to determine that the level of
specificity required by the syllabus has been achieved during the delivery of the relevant
course.
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Science Stage 6 Support Document Part 1
6.2
Sample Program — Biology Stage 6 Syllabus: Module 8.3 – Patterns
in Nature
(35 indicative hours)
6.2.1 Contextual Outline from Syllabus
‘Living things use raw materials in different ways to construct new living tissues and repair existing
tissues. All living organisms carry out similar processes to form the structures that make up their
bodies. To carry out these processes, raw materials need to be obtained. The types of raw materials
and the way in which these raw materials are obtained differ between living organisms but there are
more similarities than differences in the overall processes involved, the elements used and the
molecules made.
‘Intake of the materials required by all living organisms and the removal of waste products are
influenced by the surface areas of membranes through which these nutrients and waste products
must pass. In large multicellular forms, complex organ systems, with large surface area to volume
ratios, have evolved to facilitate movement of material across the membranes of these organs that
are concerned with specialised functions in the bodies of these organisms.’
6.2.2 Concept Map
cells
unicellular
organisms
discovery
nutrients
structures
systems in
multicellular
organisms
technological
diffusion and osmosis
developments
types of
microscope
current
development
s
s
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surface
area/volume
adaptations
Science Stage 6 Support Document Part 1
6.2.3 Skills
During this module, teaching/learning activities should allow time to reflect on the patterns
observed in the organisation of living organisms, with an emphasis on generalities rather
than details. A student’s development of a skill will benefit from the teacher modelling it and
then assisting the student to refine it. The skill development in this program focuses on:
 efficient use of the light microscope
 developing scientific research and communication skills in extracting information,
drawing and writing effectively.
Skills that need to be taught during the module have been identified with a T after the code
for the skill in the Suggested Teaching and Learning Activities tables. The need to teach a
skill will have been identified several times in the module. However, it is expected that the
level of support required should decrease during the module as students increase their
expertise.
6.2.4 Values and Attitudes
This module develops a further understanding of the complexity and interconnectedness of
living organisms within ecosystems, as well as increasing understanding of the complexity
of organisation within living organisms. A study of this module will assist the development of
positive values about and attitudes towards the living components of the environment. A
study of this module will enhance students’ understanding of the importance of maintenance
and conservation of the non-living components of the environment because of their impact
on living things.
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Science Stage 6 Support Document Part 1
6.2.5 Some References for This Sample Program
Texts
Allan, R & Greenwood, T, Year 11 Biology 1999, BIOZONE Learning Media Australia, QLD,
Australia, 1998, ISBN 0-909031-30-4
Allan, R & Greenwood, T, Year 12 Biology 1999, BIOZONE Learning Media Australia, QLD,
Australia, 1998,ISBN 0-909031-31-2
Aubusson, P, Kennedy, E & Snyder, W, Biology, The Spectrum of Life (2 edn), 1996 Oxford
University Press, Melbourne, 1996, ISBN 0 19 553820 X
Cohen, Hill, McDonnell, & Mayer, Biology Practicals For Senior Students, Heinemann
Education, Richmond, VIC, 1989, ISBN O 85859 495 1
Dircks, R & Sphiros, J, (ed) Biological Science: The Web of Life; NSW Student’s Work
Book, Australian Academy of Science, Canberra, 1987.
Griffin, DR & Novick, A, Animal Structure and Function, Holt Winehart and Winston, New
York, 1970, ISBN 03 077505 1
Kaskel, A et al, Laboratory Biology:Investigating Living Systems, Charles E Merrill,
Columbus, Ohio, 1983, ISBN 0 6750 7003 1
King, RJ & Sullivan, FM, Senior Biology, Longman Cheshire, Melbourne, 1992,
ISBN 0 582 86783 5
King, RJ & Sullivan, FM, Senior Biology Laboratory Manual, Longman Cheshire Melbourne,
1992, ISBN 0 582 87661 3
Mudie, K & Brotherton, J, (ed), Core Biology Practical, Heinemann Educational, Richmond,
VIC, 1984, ISBN 0 9599599 0 3
Mudie, K & Brotherton, J, New Core Biology, Heinemann Education, Richmond, VIC, 1992,
ISBN 85859626 1
Wilkinson, JW & Nash, BJ, Biology Today: Practical Manual, Macmillan, South Melbourne,
1989, ISBN 0 333 50282 5
Websites
http://www.win.co.nz/bioweb/cell.html has sections on cell structure and function and
includes many ideas for practical experiences. For this section, there is a potential reading
exercise on the function of cell organelles. There is also a small section on cell history with
a flow chart.
http://cellbio.utmb.edu/cellbio has a range of images about cell organelles.
http://www.utmem.edu/personal/thjones/hist/hist_mic.htm has the history of the light
microscope.
http://www.win.co.nz/bioweb/cell.html might provide appropriate practical experiences on:
–
osmosis
–
diffusion
–
effect of surface area/volume ratio on the rate and extent of diffusion.
http://www.sciences.demon.co.uk/wbbrowna.htm has text on the contributions of Robert
Brown to Biology.
http://niko.unl.edu/bs101/notes/chapter7.html has general and detailed information on
photosynthesis with some history. This website could also be used in option 9.9
biochemistry.
http://www.ento.psu.edu/home/courses/397A/anatomy.html has a comparison table of
anatomical structures of humans and insects.
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Science Stage 6 Support Document Part 1
Videos
Classroom Video, How a Plant Works, (while the suggested audience is years 6–10 this
contains a good overview of photosynthesis, stomates and root systems).
Martin and Rosenthal Educational Pty Ltd, Systems of the Body Vols 1,2,3.
CD-ROM
The Digital Frog, Longman Logatron, 1995, ISBN 0582 944880
6.2.6 Assessment Tasks
Outcomes
about which A range of possible diagnostic and/or formative assessment
information tasks.
could be
gathered
Pre-test or concept map developed to ascertain prior knowledge.
P13
Each student presents a short oral report on a current form of
microscopy (either electron or light) and its impact on society, eg in
P4
forensic science. This task would require an Internet search and a
decision made by each student about the specific application of light
P12
or electron microscopy to be reported upon.
Note: this could be used as diagnostic or formative assessment and
its use would depend on students’ prior experiences in researching
and oral presentation.
P11
With teacher/librarian assistance students identify a range of
appropriate resources about the development of understanding of
P6
plant or human nutrition including identification of a named vitamin.
Students practise efficient data collecting techniques to identify
P12
useful information from secondary sources.
Students organise data by selecting and using appropriate methods
P13
to
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demonstrate a trend or pattern in development of
understanding OR
P14
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identify a trend or pattern in development of understanding.
This is an activity written into the program after students have had
experiences in research skills. At this stage, this activity could be
used as a diagnostic tool to identify areas of weakness in students’
skills prior to their continuing with these skills independently.
P11, P12
Use a microscope to examine teacher-selected prepared slides of
mitosis in plant or animal tissue.
This activity is written into the teaching program. After practice with
the slides, this could be used to assess students’ ability to:
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prepare and focus microscope
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identify different stages of mitosis
P6
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design and construct suitable pictorial representations of the
P13
organisation of chromosomes and/or cells.
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Science Stage 6 Support Document Part 1
6.2.7 Syllabus Extract Overview
‘Organisms are made of cells that have similar structural characteristics.’ The study of
these components throughout history has increased understanding about them.
(6 indicative hours)
Syllabus Reference
Students learn to:
Students:
• outline the historical development
of the cell theory, in particular, the
contributions of Robert Hooke and
Robert Brown
• describe evidence to support the
cell theory
• discuss the significance of
technological advances to
developments in the cell theory
• describe impacts of current
developments in light microscopy
that allow living cells and
organelles to be observed
• identify cell organelles seen with
current light and electron
microscopes
• gather and process information and use
available evidence to assess the impact
of technology including the development
of the microscope on the development of
the cell theory
• perform a first-hand investigation to
gather first-hand information using a light
microscope to observe cells in plants and
animals and identify nucleus, cytoplasm,
cell wall, chloroplast and vacuole
• process information from secondary
sources to analyse electron micrographs
of cells and identify mitochondria,
chloroplasts, Golgi bodies, lysosomes,
endoplasmic reticulum, ribosomes,
nucleus, nucleolus and cell membranes
Preparation
1. Microscope work
• risk assessment of microscope use and safe work practice
• selection of prepared slides
– unicellular animals
– TS and LS stem, root, leaf
– leaf epidermis
– TS animal sections such as villi, lung, blood
2. Download or collect electron micrographs and verify that websites to be used are
currently active
3. Resources for history exercise to relate developments in technology with
developments in cell theory.
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Science Stage 6 Support Document Part 1
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review the construction and use of the light microscope
following teacher modelling, set up a light microscope to examine
prepared slides of a range of plant and animal specimens after identifying
any safety issues involved 1
following teacher modelling, prepare diagrams of cells observed under
the microscope, label nucleus, cytoplasm, cell wall, chloroplast and
vacuoles and compare these diagrams with photomicrographs taken with
light microscopes
access an appropriate website and/or use electron micrographs to
recognise mitochondria, chloroplasts, Golgi bodies, lysosomes,
endoplasmic reticulum, ribosomes, nucleus, nucleolus and cell
membranes to identify trends/patterns in the relative distribution and/or
abundance of organelles2
after teacher modelling of methods and aspects of comparison used in
the study of biology, engage in a class discussion to assess the value of
microscopy in describing cells, and develop a written comparison of light
and electron microscopes as tools to understand cells 3
using supplied reference texts and articles, summarise the history of
development of microscopes and the discoveries about cells that
accompanied these developments 4
after class discussion about cell theory, assess the contributions of
Hooke and Brown5 to cell theory in terms of the technology available at
the time and the limitations placed on their work by this technology
summarise any evidence identified in activities undertaken thus far that
supports cell theory (this will be added to as the unit progresses)
use teacher-supplied articles from scientific journals and/or web articles,
and work in pairs to identify and describe current developments in both
light and electron microscopy
assess the impact of current developments in microscopy through
participation in a class discussion in developing a theory about how cells
work
1
Aubusson et al 1996
Wilkinson JW, Nash BJ Biology Today Practical Manual 1989
3 Aubusson et al 1996; King RJ, Sullivan FM Senior Biology 1993 ;
4 http://www.utmem.edu/personal/thjones/hist/hist_mic.htm;
5 http://www.sciences.demon.co.uk/wbbrowna.htm
2
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12.1 a
13.1 c
12.3 a
13.1 a T
13.1 a
14.3 d T
14.3 b
12.3 d
12.4 d
14.1 e
Register
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Skills
Content
Suggested Teaching and Learning Activities
Students:
Science Stage 6 Support Document Part 1
6.2.8 Syllabus Extract Overview
‘The membranes around cells provide separation from and links with the external environment.’
The materials needed by the cell have to move through these membranes.
(6 indicative hours)
Syllabus Reference
Students learn to:
Students:
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identify the major groups of substances
found in living cells and their uses in cell
activities
recall that there is movement of
molecules into and out of cells
describe the current model of
membrane structure and explain how it
accounts for the movement of some
substances into and out of cells
recall that diffusion involves random
movement of particles
compare the processes of diffusion and
osmosis
explain how the surface area to volume
ratio affects the rate of movement of
substances into and out of cells
describe the relationship between the
structure of cell organelles and their
function
plan, choose equipment or resources and
perform a first-hand investigation to gather
information and use available evidence to
identify the following substances in tissues:
 glucose
 starch
 lipids
 proteins
 chloride ions
 lignin
 plan, choose equipment or resources and
perform a first-hand investigation, to model
the function of a cell membrane
 perform a first-hand investigation, gather
information and use available evidence to
observe and compare the difference
between osmosis and diffusion
 perform a first-hand investigation to gather
data and demonstrate the effect of surface
area to volume ratio on rate of diffusion
Preparation
1. Microscope work
• risk assessment of wet mount slide production and review of safe work
practices
• organisation for disposal of wastes
2. Practical experiments
• determine which compound tests should be first-hand experiments and which
should be investigations from secondary data
– risk assessment on experimental procedures for testing chemicals in
tissues
– collection/ordering of appropriate tissue samples, eg plant tissues
(potatoes, onions etc)
• identify suitable first-hand investigations for observing diffusion, osmosis and
for testing the effect of surface area on rate and extent of diffusion. These may
take time so plan to have experiments running over two or more lessons if
single periods are involved
– collection and/or ordering of materials involved.
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Science Stage 6 Support Document Part 1
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following teacher modelling, practise safe cutting techniques and make
wet mount slides of available tissue
through class discussion and brainstorming, predict the variables involved
in staining and identify those that need to be kept constant if the presence
of particular chemicals is to be determined
with teacher guidance and class discussion, identify the equipment that
could be used to test for the presence of particular compounds in tissue
and determine its suitability
discuss potential hazards involved and safely use a range of procedures
to identify glucose, starch, lipids, proteins, chloride ions and lignin in plant
and/or animal tissue given an appropriate key showing the chemical test
and expected result6
where possible, identify the cell organelles and tissues in which these
substances are found based on the work and activities already
undertaken
develop a technique to verify the effect of a staining procedure on plant
material
identify and use methods to safely dispose of waste materials
use teacher-selected text(s) to summarise the uses of glucose, starch,
lipids, proteins, chloride ions, lignin in the cells of plants and/or animals
and relate these, where possible, to the observed location of the chemical
in the cell
use teacher-selected resources and notes to develop a description of the
current model of cell membrane structure
plan, choose equipment or resources and perform an investigation that
could simulate how the current model of the cell membrane suggests how
substances move in and out of cells — possible open-ended investigation
which may go over a number of weeks
discuss their understanding of diffusion in terms of particle movement
using a teacher-selected and planned procedure, perform an
investigation to demonstrate and distinguish between osmosis and
diffusion7, efficiently disposing of wastes
discuss appropriate ways in which information which compares objects or
items could be presented
with teacher modelling if necessary, construct a written discussion which
compares osmosis and diffusion
using a teacher-selected and planned investigation, gather data on the
effect of surface area/volume ratio on the rate of diffusion8
with teacher modelling if necessary, construct a written explanation on
the relationship between surface area/volume ratio and rate of diffusion
use an appropriate text to identify the function of observed organelles
collate the above data and in group and class discussion, and relate the
structure of cell organelles, including their folded nature, to their function
add any further evidence supporting cell theory from the above
experiences to their previous summary9
6
Kaskel et al; Cohen et al (using butcher-provided fresh liver rather than rat liver);
King & Sullivan Senior Biology Laboratory Manual; http://www.win.co.nz/bioweb/cell.html ;
8
Cohen et al; http://www.win.co.nz/bioweb/cell.html ;
7
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12.1 d T
11.2 b T
11.3 c T
11.3 b T
11.2 c T
12.1 c T
14.1 h T
13.1 a
Range
11.2,11.3
12.1
12.1 a T
12.1 c
13.1 a
12.2 b
14.1 a
12.4 c
13.1 a
12.3 a
14.1 e
13.1 a
Register
Skills
Content
Suggested Teaching and Learning Activities
Students:
Science Stage 6 Support Document Part 1
6.2.9 Syllabus Extract Overview
‘In multicellular organisms, differentiated cells perform specialised functions.’ The digestive system
of animals provides an example of this differentiation as animals have specialised structures to
obtain nutrients from their environment.
(4 indicative hours)
Syllabus Reference
Students learn to:
Students:
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recall that most multicellular organisms
have specialised cells, tissues, organs and
systems that carry out particular functions
identify that tissues, organs and organ
systems in multicellular organisms consist
of different types of cells
recall that systems in multicellular
organisms supply the needs of cells
describe the role of teeth in increasing the
surface area of complex foods for
exposure to digestive chemicals
explain the relationship between the length
and overall complexity of digestive
systems of a vertebrate herbivore and a
vertebrate carnivore with respect to:
 the chemical composition of their diet
 the function of the structures involved
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perform a first-hand investigation to use a
microscope and prepared slides to observe
specialised cells including:
– sperm cells
– red and white blood cells
gather information from secondary sources to
compare the digestive systems of mammals
including a grazing herbivore, carnivore and a
nectar feeder
perform a first-hand investigation to
demonstrate the relationship between surface
area and rate of reaction
Preparation
1.
2.
3.
4.
5.
6.
9
Identify appropriate videos, CD-ROMs or models available to allow students to
visualise the relationship between cells, tissues, organs and systems
Collate appropriate texts or other resources for note-taking and summarising by the
students about the importance of specialisation in cells
Order microscopes and select a range of prepared slides of animal tissue including
blood and sperm
Identify suitable practical exercise to demonstrate the effect of increased surface area
on rate of reaction
Risk assessment of proposed practical exercise
Select resources that allow visualisation and note-making by the students about the
differences in the digestive systems of mammals with different eating habits.
Allan & Greenwood Year 11 Biology
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Science Stage 6 Support Document Part 1
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with teacher assistance if necessary, tabulate some different types of systems in
multicellular organisms and identify the roles of these systems
discuss the need for systems in multicellular organisms in relation to supplying the
needs of cells, and justify conclusions
based on class discussion, and using the digestive system of a multicellular
organism as an example, identify the organs making up the system
based on class discussion and appropriate resources, identify and describe what
is meant by tissue with reference to one organ such as the stomach
using one example of tissue, such as the stomach wall, describe the role of
specialised cells in the tissue
set up a light microscope to examine animal tissues containing specialised cells
including blood cells10 and sperm cells
with teacher modelling if necessary, construct and complete a written exposition
about the importance of cell specialisation in multicellular organisms
with teacher assistance/guidance, identify variables that need to be kept constant
and discuss strategies to ensure that they are kept constant during an examination
of the effect of increased surface area on the rate of a chemical reaction11
with teacher assistance, if necessary, set up the most appropriate equipment to
examine the effect of increased surface area on the rate of a chemical reaction12
carry out a teacher-planned procedure to determine the effect of increased surface
area on the rate of chemical reaction
using models or a demonstration, describe the roles of mammalian teeth in
increasing the surface area of food available for digestive chemicals to act on
access information from a range of teacher-selected resources about the digestive
systems of mammals including a grazing herbivore, carnivore13 and a nectar
feeder
with teacher guidance if necessary, prepare a summary overview to compare the
digestive systems of mammals including a grazing herbivore, carnivore14 and a
nectar feeder, acknowledging sources of information in appropriate formats
for the grazing herbivore and the carnivore, identify the main chemicals in their
diet and the main structures involved in their digestive systems and the function of
each
select and use, with teacher guidance if necessary, an appropriate method to
illustrate trends and/or patterns in length and complexity of digestive systems
construct an explanation of the relationship between the length and complexity of
digestive system and food intake in selected mammals15
10
Wilkinson & Nash
King & Sullivan Senior Biology Laboratory Manual
12
King & Sullivan Senior Biology Laboratory Manual
13
Griffin & Novick
14
Griffin & Novick
15
Allan & Greenwood Year 11 Biology
11
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13.1 c
14.1 b
T
12.3 d
12.3 d
12.3 d
12.1 a
13.1 a
11.2 b
T
11.3 a
12.1 a
13.1 b
12.3 a
13.1 a
13.1 c
12.3 a
12.4 c
13.1 a
14.1 c
Register
Students:
Skills
Content
Suggested Teaching and Learning Activities
Science Stage 6 Support Document Part 1
6.2.10
Syllabus Extract Overview
‘In multicellular organisms, differentiated cells perform specialised functions.’ Plants have
specialised structures to obtain nutrients from their environment.
(6 indicative hours)
Syllabus Reference
Students learn to:
Students:
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distinguish between autotrophs and
heterotrophs in terms of nutrient
requirements
recall the materials required for
photosynthesis
recall the role of photosynthesis in
ecosystems
recall the use of word equations for
summarising chemical reactions
identify the general word equation for
photosynthesis and outline this as a
summary of a chain of biochemical
reactions
explain the relationship between the
shape of leaves, the distribution of
tissues in them and their role
explain the relation between the
organisation of the structures used to
obtain water and minerals in a range
of plants and the need to increase the
surface area available for absorption
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perform a first-hand investigation to use a
microscope and prepared slides to observe
specialised cells including plant epidermal cells
perform a first-hand investigation to separate
the mixture of pigments in a leaf by
chromatography
perform first-hand investigations to demonstrate
the need for chlorophyll and light in
photosynthesis
gather, process and analyse information from
secondary sources to trace the history of:
 development of understanding of plant
nutrition
OR
– development of understanding of human
nutrition including the identification of the role
of a named vitamin
Preparation
1. Order microscopes and select prepared slides with examples of plant tissue such as
roots, stems, leaves and including plant epidermis; reflect on previous risk
assessment to ensure safety issues have been addressed
2. Identify appropriate practical experience to extract plant pigments and carry out risk
assessment to identify potential hazards and safety precautions required
3. Organise seeds/seedlings/plant specimens for experiments on photosynthesis
involving the need for chlorophyll and light — these experiments may need to run
over more than one day
4. Identify appropriate models, diagrams and/or photographs of leaves to assist
understanding about the relationship between structure and function
5. Organise for the use of the library and/or Internet for students to spend time in
accessing information.
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Science Stage 6 Support Document Part 1
Students:
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
in class discussion or brainstorming sessions and with access to appropriate
resources, distinguish between the needs of autotrophic and heterotrophic
organisms and write a definition of each
discuss the role of photosynthesis in ecosystems16
name the raw materials needed for photosynthesis and identify the
structures responsible for obtain these raw materials from the environment
through brainstorming and discussion, relate the organisation of roots and
leaves in a range of plants to the need to increase surface area for
absorption
using a teacher-selected and organised procedure, safely extract pigments
from leaves and identify the extract as a mixture by separating its
components by chromatography17
carry out a teacher-selected procedure to demonstrate the need for
chlorophyll18 and light19 in photosynthesis20
use a microscope and prepared slides to observe a range of specialised
cells in plants including plant epidermal cells21
construct, from provided illustrations and/or models, a written and/or labelled
pictorial description of the generalised organisation of tissues in a leaf22
using a range of teacher-selected leaves of different shapes, discuss the
distribution of tissues in them and relate this to the role of leaves in plants
discuss the adaptive advantage of leaf structure in producing an increased
surface area/volume ratio for absorbing raw materials for photosynthesis23
possible open-ended investigation or on-going assignment:
with teacher/librarian assistance, identify a range of appropriate resources
about the development of understanding of plant or human nutrition
(including identification of a named vitamin if human is chosen) and
– practise efficient data collecting techniques to identify useful
information from secondary sources
– organise data by selecting and using appropriate methods to:
 identify a trend or pattern in development of understanding
 demonstrate a trend or pattern in development of understanding
describe how word equations summarise chemical reactions and, with
teacher assistance, construct a general word equation for photosynthesis
with teacher assistance or direction, construct a simple flow chart to outline
steps in photosynthesis to demonstrate that the word equation summarises
a chain of reactions
16
Allan & Greenwood T Year 11 Biology
Aubusson et al p87
18
Mudie & Brotherton Core Biology Practical
19
Wilkinson & Nash p38; Cohen et al p17
20
http://niko.unl.edu/bs101/notes/chapter7.html
21
Wilkinson & Nash p28
22
Wilkinson & Nash p25;
23
Aubusson et al p57,78; Allan and Greenwood Year 12 Biology p78
17
52
12.3 c
14.2 a T
14.3 d T
12.1 a,d
12.2 b
12.1 a-d T
12.1 a-d T
13.1 a
14.3 d T
14.2 T
11.1 a
12.3 b
12.4 c
14.1 a
13.1 d
13.1e
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Skills
Content
Suggested Teaching and Learning Activities
Science Stage 6 Support Document Part 1
6.2.11 Syllabus Extract Overview
Gas exchange processes occur in both plants and animals and, in multicellular organisms,
specialist surfaces are necessary to ensure maximum absorption.
(3 indicative hours)
Syllabus Reference
Students learn to:
 identify gases exchanged in plants
and animals
 compare the gas exchange surfaces
in multicellular animals, including an
insect, a fish, a frog and a mammal
 describe the role of stomates and
lenticels in a range of plants
Students:
 gather and process information from secondary
sources and use available evidence to identify
and compare the gaseous exchange surfaces in
an insect, a fish, a frog and a mammal
 process information from secondary sources to
compare the role of lenticels and stomates with
gas exchange in algae
Preparation
1. Collect reference material on insect, fish, frog and mammal
2. Assess time span involved and determine the possibility of using microscopes and
prepared slides to examine stomates and lenticels
3. Assess time available to include practicals on gas exchange surfaces in animals24
(not required by syllabus but useful learning experiences)
24
Aubusson et al p 283
53
Science Stage 6 Support Document Part 1
Students:

tabulate from teacher-selected resources, the inputs and outputs, in terms of
gases, from plants and animals
 relate the gaseous inputs and outputs of plants and animals to the raw
materials and wastes associated with respiration and photosynthesis25
 compare the environments of water plants such as algae with terrestrial plants
in terms of the amount of water in which gases may dissolve for diffusion,
justifying inferences and conclusions made
 using teacher-collected resources, identify and describe the role of stomates
and lenticels26 in a range of plants
 compare the role of lenticels and stomates with gas exchange in algae
 discuss the role of diffusion in gas exchange in algae and explain why more
elaborate gas exchange surfaces are needed in terrestrial plants27
 from teacher-collected resources, extract information about the gaseous
exchange surfaces28 in an insect29, a fish, a frog30 and a mammal31
 draw up a comparison table of the gas exchange surfaces in an insect, a fish,
a frog and a mammal and discuss the reasons for the differences between
them
(The last two dot points continue practice into research skills after prior diagnostic
assessment. Teacher guidance could be minimal at this stage.)
25
Register
Skills
Content
Suggested Teaching and Learning Activities
13.1 e
14.3 d T
14.1 b T
12.3 d
14.2 a T
12.3 b
13.1 e
Allan & Greenwood Year 11 Biology
Allan & Greenwood Year 12 Biology p 77
27
Aubusson et al p 285;
28
Allan & Greenwood Year 11 Biology
29
http://www.ento.psu.edu/home/courses/397A/anatomy.html has a comparison table of anatomical structures of humans and insects
30
The Digital Frog
31
Aubusson et al p 110
26
54
Science Stage 6 Support Document Part 1
6.2.12
Syllabus Extract Overview
‘Transport mechanisms and systems move dissolved nutrients and metabolic wastes in many plants
and animals.’ The role of transport systems is crucial to the survival of multicellular organisms as all
cells must obtain nutrients and remove wastes.
(6 indicative hours)
Syllabus Reference
Students learn to:
 recall the role of the circulatory and
excretory systems in humans
 recall the role of the root, stem and
leaf in flowering plants
 explain the relationship between the
requirements of cells and the
transport systems in multicellular
organisms
 outline the system used to transport
sugars in plants
 outline the water transport systems in
plants including:
 root hair cells
 xylem
 stomates
 evaluate the efficiency of the open
and closed circulatory systems using
one vertebrate and one invertebrate
as examples
 compare the structure of excretory
systems in insects, fish and mammals
and give reasons for the similarities
and differences identified
Students:
 perform a first-hand investigation to identify and
describe factors that affect the rate of
transpiration
 perform a first-hand investigation of the
movement of materials in xylem or phloem
 gather and process secondary evidence for the
two-way flow of material in phloem and/or xylem
 gather and process information from secondary
sources to compare the generalised structure of
excretory systems in insects, fish and mammals
and account for the differences identified
 gather and process information from secondary
sources to discuss, using examples, the role of
technologies such as the use of radioisotopes in
tracing the path of elements through living
plants and animals
Preparation
1. Select practical exercises for the investigations of transpiration and movement of
materials
2. Carry out risk assessments on proposed practical exercises
3. Order equipment and perishables for practicals
4. Identify and collect necessary resources for use by students in gathering and
extracting information exercises.
55
Science Stage 6 Support Document Part 1
32
Classroom Video How a Plant Works
Cohen et al p 21; Mudie and Brotherton Core Biology Practical 2.4;
34
Wilkinson & Nash p 44; Cohen et al p 20; Mudie & Brotherton Core Biology Practical 2.6, 2.7;
Aubusson p 86
35
Aubusson et al p 64
36
Allan & Greenwood Year 11 Biology
37
Allan & Greenwood Year 11 Biology
33
56
12.3 c
12.1 a
12.1 d
12.1 b
12.2 a T
14.1 g T
12.3 d
14.2 c T
12.4 d T
14.3 b
12.3 d
14.3 c T
13.1 a
12.3 a
12.4 c
Register
Students:
 extract information from visual and spoken material by viewing, taking notes
and summarising from a video to revise the roles of root, stem and leaf in
flowering plants32
 carry out a teacher-planned procedure or series of procedures to trace the
movement of materials in xylem33
 identify and use safe work practices during the procedure(s), including
identification of any potential hazards
 carry out a teacher-planned procedure, in groups, minimising hazards and
wastage of resources, to gather first-hand information that allows identification
and description of factors which affect the rate of transpiration34
 through class discussion and sharing of results from the above experiments,
describe the features of a water transport system in the studied plant(s)
 collate information from a range of teacher-selected resources to gather
information about the two-way flow of material in phloem and/or xylem
 discuss ways in which the relevance of material can be determined
 evaluate the relevance of provided secondary information to produce a
summary discussion about the two-way flow of materials in phloem35 and/or
xylem
 through brainstorming, concept map construction or group discussion, outline
the roles of the circulatory and excretory systems in humans36
 summarise and collate information from a range of secondary sources to
compare the generalised structure of excretory systems in insects, fish and
mammals37
 relate the differences in examined excretory systems to the differences in
environmental pressures for each organism studied, giving reasons for the
similarities and differences described
 use an appropriate text-type to prepare a written account which distinguishes
between open and closed circulatory systems and evaluates their efficiency
using examples from previous activities
 access information from teacher-selected resources, identify information and
assess its reliability in describing technologies, including the use of
radioisotopes, in tracing the path of elements through plants and animals – if
students were given appropriate resources such as written texts to extract
material from, this could be used as part of their assessment task in this area;
an earlier diagnostic task would need to have been carried out in order to give
students practice without teacher assistance and feedback.
Skills
Content
Suggested Teaching and Learning Activities
Science Stage 6 Support Document Part 1
6.2.13
Syllabus Extract Overview
‘Maintenance of organisms requires growth and repair’ and this involves mitosis, chromosomes and
DNA.
(4 indicative hours)
Syllabus Reference
Students learn to:
 recall the role of cell division in
growth, repair and reproduction in
multicellular organisms
 identify mitosis as a process of
nuclear division and explain its role
 identify the sites of mitosis in plants,
insects and mammals
 explain the need for cytokinesis in cell
division
 recall that information is transferred
as DNA on chromosomes when cells
reproduce
 recall that genes consist of DNA
 identify that mitochondria and
chloroplasts also contain DNA
Students:
 perform a first-hand investigation of prepared
slides, using a microscope, of the sequence of
changes in the nucleus of plant or animal cells
undergoing mitosis
 perform a first-hand investigation of a plant root tip
to observe the stages of
specialisation/differentiation after mitosis
 process information from secondary sources to
describe the activities of the chromosomes during
mitosis
 process information from secondary sources to
compare the patterns of growth of plants, insects
and mammals
Preparation
1. Order microscopes and select prepared slides to be used
2. View videotapes, animations or other audiovisual resources to reinforce the steps in
mitosis
3. Prepare worksheets for audiovisual resources or prepare lesson on listening and notemaking skills for these activities
57
Science Stage 6 Support Document Part 1












38
39
through brainstorming and class discussion, list situations in which cell
division will be necessary in a multicellular organism
define mitosis as a process in which nuclear divisions result in the
production of cells for growth and repair – this could be achieved by teacherled discussion and/or use of audiovisual aids
use a microscope to examine teacher-selected prepared slides of mitosis in
plant or animal tissue38
collate information from a suitable secondary source such as a video
showing mitosis through time-lapse photography to summarise the
sequence of steps in mitosis and describe the activities of chromosomes
during mitosis
recall, through brainstorming, discussion or revision of resources, that
information is transferred as DNA on chromosomes when cells reproduce
recall through brainstorming, class discussion or review reading, the
relationship between genes and DNA
through teacher-led class discussion, suggest reasons for the duplication of
nuclear material during mitosis, thus formulating a cause and effect
relationship
use teacher-selected resources to extract information identifying the
presence of DNA in chloroplasts and mitochondria
use brainstorming and teacher-assisted discussion to define and identify the
purpose of cytokinesis after mitotic divisions, using a cause and effect
relationship to explain the phenomenon
conduct a teacher-designed experiment to observe stages in specialisation
and differentiation in plant root tip cells39
using teacher-identified resources, illustrate the patterns of growth in plants,
insects and mammals to identify similarities and differences
use an appropriate text type to compare patterns of growth of plants, insects
and mammals
Aubusson et al p 37 or p 80 (hands-on experience)
Aubusson p 79
58
14.3b
12.1
a, b, d
12.3d
14.3b
14.3b
14.3d T
12.3b
14.1g T
12.1a
12.4c
13.1a
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Students:
Skills
content
Suggested Teaching and Learnig Activities
Science Stage 6 Support Document Part 1
6.2.14 Evaluation
Sample questions that could be included in an evaluation sheet to be completed
by teachers involved in the delivery of this unit
Resources identified
1. What resources would you recommend using again?
2. What resources should definitely be deleted from the list?
3. Any new and better resources identified?
4. Are there areas of content where further or different resources would be useful/are
needed?
First-hand experiences
1. Mention any particular difficulties or problems with equipment or other resources.
2. Any better practical experiences identified?
3. Any better ideas for illustrating the skills required by the syllabus?
Skills development
1. Did any skills need more attention than others in this module?
2. Does the program allow practice of the skills that students need most practice in?
3. Was the selection of content from each major skill area appropriate for the students
involved?
4. Was the selection of content from each major skill area appropriate for the dot point
addressed?
Teaching and learning strategies
1. Were the teaching and learning strategies used appropriate for the cohort involved?
2. Were the strategies suggested effective in achieving conceptual development for all
students?
3. Were the strategies suggested efficient in achieving conceptual development for all
students?
4. What was the student response to the unit?
5. What problems arose for students?
6. Did this teaching program provide sufficient variation in learning opportunities for the range
of different types of learners in the group?
7. Did this unit provide choice for students with different interests/abilities within the
constraints of syllabus requirements?
Assessment tasks
1. Which outcomes need further assessment?
Indicative timing
1. Is the indicative time for each section appropriate? If not, which areas need more/less
time?
59
Science Stage 6 Support Document Part 1
Evaluation
Date Commenced:__________________
Date Completed:____________________
How well did the program address the development of skills identified?
Which activities worked well?
Which activities need to be changed?
Suggestions for additional resources.
Which outcomes did students display to a high standard during this module ?
Which outcomes need additional attention following the completion of this unit?
Other Comments:
Teacher: ______________________________ Date: __________________________
60