Biology Teaching Program
Patterns in Nature
PRELIMINARY BIOLOGY CORE MODULE 8.3
This teaching program has been prepared as a starting point to assist teachers in the
creation of lesson plans, and is a suggested guide only.
It is not prescriptive, nor is it endorsed by the Board of Studies.
The program has been developed with reference to specific components of the syllabus,
and is intended to aid teachers in incorporating these components into their lessons.
References to syllabus points within the program are numbered for ease of reference:
these numbers correspond to the syllabus outline document ‘Numbered Syllabus
References’, which derives from the Board of Studies (NSW) Biology Stage 6 Syllabus
(Amended October 2002). Each number represents a bullet point from this document.
The order and content of lessons may require modification to suit the individual
requirements of teachers and students.
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
1
Students Learn to (KNOW)
Key Lesson Content
Organisms are made of cells that have similar structural
characteristics. (8.3.1)
Teaching Strategies/
Learning Experiences (SKILLS)
Outline the historical
development of the cell theory,
in particular, the contributions
of Robert Hooke and Robert
Brown. (1)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.1 pp. 48–50
Describe evidence to support
the cell theory. (2)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
1
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
2
Discuss the significance of
technological advances to
developments in the cell theory.
(3)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Lesson Content
Organisms are made of cells that have similar structural
characteristics. (8.3.1)
Teaching Strategies/
Learning Experiences (SKILLS)
Use available evidence to assess
the impact of technology,
including the development of
the microscope on the
development of the cell theory.
(6)
Key Comps
Glossary
Scaffolds
ICT
Values
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.2 pp. 50–3
Abor&I /
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Gen/C&C/Work
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Signature
2
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
3
Learning
Style
Students Learn to (KNOW)
Key Lesson Content
Organisms are made of cells that have similar structural
characteristics. (8.3.1)
Teaching Strategies/
Learning Experiences (SKILLS)
References and Resources
Identify cell organelles seen
with current light and electron
microscopes. (4)
Biology in Context:
The Spectrum of Life.
Second Edition
Describe the relationship
between the structure of cell
organelles and their function.
(5)
Chapter 2.4 pp. 56–60
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Reg
Date
Coordinator’s
Signature
3
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
Key Lesson Content
Teaching Strategies/
Learning Experiences (SKILLS)
Perform a first-hand
investigation to gather firsthand information using a light
microscope to observe cells in
plants and animals and identify
nucleus, cytoplasm, cell wall,
chloroplast and vacuoles. (7)
4
Learning
Style
Organisms are made of cells that have similar structural
characteristics. (8.3.1)
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Investigation 1 pp. 107–8
Abor&I /
Multicultural
Gen/C&C/Work
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Signature
4
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
Key Lesson Content
Teaching Strategies/
Learning Experiences (SKILLS)
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.
(8)
5
Learning
Style
Organisms are made of cells that have similar structural
characteristics. (8.3.1)
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Investigation 2 pp. 108–9
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
5
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
6
Identify the major groups of
substances found in living cells
and their uses in cell activities.
(9)
Membranes around cells provide separation from and links with the
external environment. (8.3.2)
Teaching Strategies/
Learning Experiences (SKILLS)
Key Lesson Content
Plan, choose equipment or
resources and perform a firsthand investigation to gather
information and use available
evidence to identify the following
substances in tissues:
-
-
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
glucose
starch
lipids
proteins
chloride ions
lignin. (14)
ICT
Values
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.6 pp. 65–9
Investigation 6 pp. 112–14
Abor&I /
Multicultural
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6
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Key Lesson Content
Membranes around cells provide separation from and links with the
external environment. (8.3.2)
Teaching Strategies/
Learning Experiences (SKILLS)
Lesson
Students Learn to (KNOW)
References and Resources
7
Identify that there is movement
of molecules into and out of
cells. (10)
Biology in Context:
The Spectrum of Life.
Second Edition
Describe the current model of
membrane structure and explain
how it accounts for the
movement of some substances
into and out of cells. (11)
Chapter 2.5 pp. 60–5
Reg
Date
Compare the processes of
diffusion and osmosis. (12)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
7
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
8
Explain how the surface area to
volume ratio affects the rate of
movement of substances into
and out of cells. (13)
Key Lesson Content
Membranes around cells provide separation from and links with the
external environment. (8.3.2)
Teaching Strategies/
Learning Experiences (SKILLS)
Perform a first-hand
investigation to model the
selectively permeable nature of
a cell membrane. (15)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.7 pp. 69–71
Investigation 3 pp. 109–110
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
8
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
Key Lesson Content
9
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
Membranes around cells provide separation from and links with the
external environment. (8.3.2)
Teaching Strategies/
Learning Experiences (SKILLS)
References and Resources
Perform a first-hand
investigation to demonstrate the
difference between osmosis and
diffusion. (16)
Biology in Context:
The Spectrum of Life.
Second Edition
Perform a first-hand
investigation to demonstrate the
effect of surface area to volume
ratio on rate of diffusion. (17)
Investigation 4 pp. 110–11
ICT
Values
Reg
Date
Investigation 5 pp. 111–12
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9
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
10
Identify some examples that
demonstrate the structural and
functional relationships between
cells, tissues, organs and organ
systems in multicellular
organisms. (18)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Lesson Content
Plants and animals have specialised structures to obtain nutrients from
their environment. (8.3.3)
Teaching Strategies/
Learning Experiences (SKILLS)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.3 pp. 53–5
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
10
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
11
Distinguish between autotrophs
and heterotrophs in terms of
nutrient requirements. (19)
Key Lesson Content
Plants and animals have specialised structures to obtain nutrients from
their environment. (8.3.3)
Teaching Strategies/
Learning Experiences (SKILLS)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.6 pp. 65–9
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
11
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
12
Explain the relationship
between the shape of leaves, the
distribution of tissues in them
and their role. (23)
Key Lesson Content
Plants and animals have specialised structures to obtain nutrients from
their environment. (8.3.3)
Teaching Strategies/
Learning Experiences (SKILLS)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.8 (a) pp. 71–3
Investigation 11 p. 117
(This could also be used as a
further investigation in
Lesson 19.)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
12
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
13
Students Learn to (KNOW)
Key Lesson Content
Identify the materials required
for photosynthesis and its role
in ecosystems. (20)
Evaluation
Informal
Ass
Outcomes
Teaching Strategies/
Learning Experiences (SKILLS)
Plan, choose equipment or
resources and perform firsthand investigations to gather
information and use available
evidence to demonstrate the
need for chlorophyll and light in
photosynthesis. (26)
Identify the general word
equation for photosynthesis and
outline this as a summary of a
chain of biochemical reactions.
(21)
Learning
Style
Plants and animals have specialised structures to obtain nutrients from
their environment. (8.3.3)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.8 (a) pp. 71–3
Investigation 7 pp. 114–15
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
13
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
14
Explain the relationship
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. (22)
Key Lesson Content
Plants and animals have specialised structures to obtain nutrients from
their environment. (8.3.3)
Teaching Strategies/
Learning Experiences (SKILLS)
Perform a first-hand
investigation to demonstrate the
relationship between surface
area and rate of reaction. (27)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.8 (a) pp. 71–3
Investigation 8 p.115
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
14
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
15
Students Learn to (KNOW)
Key Lesson Content
Describe the role of teeth in
increasing the surface area of
complex foods for exposure to
digestive chemicals. (24)
-
Learning
Style
Teaching Strategies/
Learning Experiences (SKILLS)
Identify data sources, gather,
process, analyse and present
information from secondary
sources and use available
evidence to compare the
digestive systems of mammals,
including a grazing herbivore,
carnivore and a predominantly
nectar feeding animal. (28)
Explain the relationship
between the length and overall
complexity of digestive systems
of a vertebrate herbivore and a
vertebrate carnivore with
respect to:
-
Plants and animals have specialised structures to obtain nutrients from
their environment. (8.3.3)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.8 (b) pp. 74–8
the chemical composition of
their diet
the functions of the structures
involved. (25)
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
15
PATTERNS IN NATURE – PRELIM BIOLOGY
CORE MODULE 8.3
Lesson
16
Students Learn to (KNOW)
Gaseous exchange and transport systems transfer chemicals through the internal and
between the external environments of plants and animals. (8.3.4)
Key Lesson Content
Teaching Strategies/
Learning Experiences (SKILLS)
References and Resources
Compare the roles of
respiratory, circulatory and
excretory systems. (29)
Biology in Context:
The Spectrum of Life.
Second Edition
Identify and compare the
gaseous exchange surfaces in an
insect, a fish, a frog and a
mammal. (30)
Chapter 2.9 pp. 78–84
Reg
Date
Chapter 2.11 pp. 89–91
Chapter 2.14 pp. 100–2
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
16
PATTERNS IN NATURE – PRELIM BIOLOGY
CORE MODULE 8.3
Lesson
17
Learning
Style
Students Learn to (KNOW)
Gaseous exchange and transport systems transfer chemicals through the internal and
between the external environments of plants and animals. (8.3.4)
Key Lesson Content
Compare open and closed
circulatory systems using one
vertebrate and one invertebrate
as examples. (33)
Evaluation
Informal
Ass
Outcomes
Teaching Strategies/
Learning Experiences (SKILLS)
Use available evidence 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. (36)
Key Comps
Glossary
Scaffolds
ICT
Values
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.12 pp. 91–4
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
17
PATTERNS IN NATURE – PRELIM BIOLOGY
CORE MODULE 8.3
Lesson
18
Students Learn to (KNOW)
Gaseous exchange and transport systems transfer chemicals through the internal and
between the external environments of plants and animals. (8.3.4)
Key Lesson Content
Outline the transport system in
plants, including:
-
-
Teaching Strategies/
Learning Experiences (SKILLS)
Perform a first-hand
investigation of the movement
of materials in xylem or
phloem. (35)
root hair cells
xylem
phloem
stomates and lenticels. (32)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.10 pp. 85–8
Chapter 2.13 pp. 95–9
Investigation 10 pp. 116–17
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
18
PATTERNS IN NATURE – PRELIM BIOLOGY
CORE MODULE 8.3
Lesson
19
Students Learn to (KNOW)
Gaseous exchange and transport systems transfer chemicals through the internal and
between the external environments of plants and animals. (8.3.4)
Key Lesson Content
Explain the relationship
between the requirements of
cells and the need for transport
systems in multicellular
organisms. (31)
Teaching Strategies/
Learning Experiences (SKILLS)
Use available evidence to
perform a first-hand
investigation and gather firsthand data to identify and
describe factors that affect the
rate of transpiration. (34)
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.11 pp. 89–91
Chapter 2.13 pp. 95–9
Investigation 9 p. 116
Investigation 11 p. 117
(If not previously used for
Lesson 12)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
19
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Key Lesson Content
Maintenance of organisms requires growth and repair. (8.3.5)
Teaching Strategies/
Learning Experiences (SKILLS)
Lesson
Students Learn to (KNOW)
References and Resources
20
Identify mitosis as a process of
nuclear division and explain its
role. (37)
Biology in Context:
The Spectrum of Life.
Second Edition
Explain the need for cytokinesis
in cell division. (39)
Chapter 2.15 pp. 102–4
Reg
Date
Identify that nuclei,
mitochondria and chloroplasts
contain DNA. (40)
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
20
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
21
Learning
Style
Students Learn to (KNOW)
Key Lesson Content
Identify the sites of mitosis in
plants, insects and mammals.
(38)
Evaluation
Informal
Ass
Outcomes
Maintenance of organisms requires growth and repair. (8.3.5)
Teaching Strategies/
Learning Experiences (SKILLS)
Perform a first-hand
investigation using a
microscope to gather
information from prepared
slides to describe the sequence
of changes in the nucleus of
plant or animal cells undergoing
mitosis. (41)
Key Comps
Glossary
Scaffolds
ICT
Values
References and Resources
Reg
Date
Biology in Context:
The Spectrum of Life.
Second Edition
Chapter 2.16 pp.104–6
Investigation 12 p. 117
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
21
PATTERNS IN NATURE – PRELIM BIOLOGY CORE MODULE 8.3
Lesson
Students Learn to (KNOW)
ASSESSMENT LESSON
Teaching Strategies/
Learning Experiences (SKILLS)
Key Lesson Content

22
References and Resources
Do Practice Examination
Questions from end of
chapter.
Biology in Context:
The Spectrum of Life.
Second Edition
(Relevant test questions
from past papers could be
used to provide additional
material for assessment.)
Chapter 2, ‘Patterns in Nature’,
pp.47–120
Reg
Date
Practice Examination
Questions (Chapter 2)
pp. 118–20
Learning
Style
Evaluation
Informal
Ass
Outcomes
Key Comps
Glossary
Scaffolds
ICT
Values
Abor&I /
Multicultural
Gen/C&C/Work
Coordinator’s
Signature
22