LESSON 1

LESSON 1
INTRODUCTION TO CELLS

KLA: Science Stage of Learner: 4 Year 8 Lesson Duration: 60 minutes

Group:

Safety Specimens of living cells can be a source of Printing /

Considerations: infection; students should be instructed to Preparation: 1. Preparation of the power-point slides (Annexure I)
wear gloves all the time during the activity 2. Organizing the video resources in sequential order
3. Print copies of grouping sheet (A3) and pictures of living things and
Glass slides and cover slips can cause non-living things (Annexure I1)
injury; students should be instructed to keep 4. Preparation of glass slides for both living and non-living specimens
away from broken glass and notify the (Requirements glass slides, cover slips, microscopes,
teacher immediately in case of any pre-prepared slides of human cheek cells, blood cells, onion peel
breakage. cells, picture of rock, paper and rubber band)
5. Setting up the Microscope stations
Microscope lenses and eye piece can be 6. Setting up microscopes on highest power
source of infection; therefore they should be 7. Photocopies of Observation sheets (Annexure I1)
thoroughly cleaned before and after use with 8. Copies of required reading
a lens paper and cleaning solution.

Questioning and Predicting

Knowledge and Working Scientifically (WS)
Living World Processing and analysing data and
Understanding(K&U) Strand: Strand(s):
information
K & U outcome(s): SC4-14LW WS outcome(s): SC4-4WS, SC4-7WS
K & U context statement: LW2 WS context statement(s): WS4, WS7.2

K& U content descriptor(s): LW2a WS content descriptor(s): WS4a, WS4b, WS7.2d

Highlight any areas addressed within lesson:

General capabilities

1
 Critical and creative Ethical understanding Information and Intercultural understanding Literacy Personal and social
Numeracy
thinking communication technology
capability
capability

Learning Intentions: Success Criteria:

Living things are made up of cells Students will be able to discover that living and non-living things can be distinguished on the basis of presence or
Cell is a basic unit of life absence of cells.
Students will be able to identify cell as the smallest structure in the level of organisation.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills 1.2 Deep understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something that requires active construction and requires 1.3 Problematic knowledge 1.6 Substantive communication
students to engage in higher-order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an 2.2 Engagement 2.5 Students self-regulation
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops 2.3 High Expectations 2.6 Student direction
positive relationships between teacher and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy 3.2 Cultural knowledge 3.5 Connectedness
draws clear connections with students prior knowledge and identities, with contexts outside of the classroom, 3.3 Knowledge integration 3.6 Narrative
and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson?

Teaching element Indicators of presence in the lesson

Sustained focus thorough out the lesson on the concept that living things are different form non-living things.
Deep understanding Students explore and identify that the presence of cells acts a distinguishing factor between living and non-living things, this is achieved
by including the activity on microscopy and group discussion
Activity 1 to distinguish living and non-living things using pictures, microscope cell discovery activity to enable students to visualize,
Engagement
observe, analyze and evaluate their predictions within a group, group discussions between students, class discussion between students
and teacher for involving whole class.
Background
Use of activity 1 to assess the background knowledge and use that as a basis to build new concepts and develop deeper understanding.
knowledge
2
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources

5 Directs students in the class, asks them to take out their Enter the class, get the required things out of their Power point slides 2-4
min pens and notebooks and settle down. bags and get ready for the lesson.
Pictures of living things and non-living
Engaging and assessing prior knowledge Group the different pictures as per their things and Grouping sheet adapted from
understanding, possible basis can be http://bit.ly/2ve6wbK
Starts the lesson by telling the students that it is a (Annexure II)
- Living or Non-living
science discovery class and they will discover new - Motile or Non-motile
things today. - Natural or Artificial
- Dead or Alive
Assesses their knowledge of living and non-living
things using the following activity. Use sticky notes to Engage in discussion by reflecting upon their
record the observations existing knowledge of living and non-living things
and note down individual responses to the posed
Activity 1: questions
Places the pictures of living and non- living things on
each table and ask the students to group the alike Refresh their memory on the concept that special
things in the provided grouping sheet qualities make living things different from non-
Gives them a minute to do the activity and pose living.
following suggested questions to brainstorm and draw
on their prior knowledge

Q1. What was the basis of grouping?

Q2. Are all these things living, if so then how do
we know this?
Q3. What makes living and non-living things
different?
Q4. What are living things made up of?

10 Building on existing knowledge Power point slides 5-11

3
min
Level of organisation in humans (in brief)

Brings up the power-point slide posing the following

question and encourage students to answer You tube clip on Introduction of cells-
http://bit.ly/1wdTNwK
Q. Have you ever wondered what are you made up of? Participate in discussion to answer the posed
question
- Guide student predictions if necessary by asking
questions like are we made of water, blood, skin
Watch the video
etc.?
- Takes note of students prior knowledge
Listen to the teacher
Informs students about the learning intentions and their
success criteria. Draw the flowchart in their notebooks after the
teacher has explained the level of organisation
Informs students that we are going to take a quick trip
inside our body to find out.
- Play the you tube clip Introduction to cells
- Show the students the level of organisation in
humans from organism to cell level
- Explain the meaning of each term: organism,
organ system, organ, tissue and cell by giving
examples and showing students how it relates to
them
- Ask students to draw a flow chart in their
notebooks to describe the hierarchy
Body of Lesson:
Time Teacher Activity Student Activity Resources

20 Explore
min Activity 2: Microscope cell discovery View the microscope slides, illustrate the views Power point slides 12-16
and record their observations
Informs students that they will now view some Microscope, prepared glass slides,
specimens through their microscopes and record their Asks teacher for help wherever necessary gloves and observation sheets

4
observations and illustrations on the provided sheets.
(The students have prior knowledge on microscopes) Predict whether the slides were for living or non- Activity adapted from
living things http://bit.ly/2uyktPV
Instructs students about the safety requirements for the
activity and reminds them about precautions while Engage in group discussion to cross-check their
using the microscopes predictions and reasoning
- Do not touch the lenses
- Wear gloves at all times
Analyse their responses after the discussion
- Clean the eye piece before and after use
- Handle slides carefully
- Notify teacher for any breakage
Distributes the observation sheets.

Does not inform students that the specimens are from

living and non-living things as they will discover that
on their own during the activity.

As the students finish their observations, inform them

that some specimens belonged to both living and non-
living world. Ask them to predict which ones were
living and which ones were non-living and give one
reason for their choice.

Asks students to form groups of four and discuss their

predictions and reasoning.

Walks through the class to monitor student discussion

and records observations. Use prompt questions to
know how are they doing and allow them to dig deeper
on their thinking
Suggested questions
- What made you chose _______ over ______?
Brings up the power point slide to reveal answers,
discusses them and asks students to label the
5
 illustrations/ sketches on the observation sheet.

10 Explain
min Engage in group discussions Power point slides 17-19
Asks students to further explain the observed adapted from
similarities and differences between the living and Write down their explanations http://bit.ly/2uyktPV
non-living cells
Ask questions to teacher if required
Asks students to identify questions to support their
discussion. Displays a list of suggested questions on Engage in class discussion, record the answers,
the board and asks students to have discussion among analyse their own responses
their groups

Gives students a minute to think and then walks

around in class to formally assess the level of
discussion among the group members and monitor the
students.

Stops by each group to listen to the explanations and

records for formative assessment.

Discusses the answers with the whole class and gives

feedback to every group

10 Explain, Elaborate & Evaluate Read through the resource Power point slides 20-24
min
Distributes resource material to students describing Listen to the teacher Photocopies of required reading from
cells, cell theory, characteristics of cells, unicellular http://bit.ly/2vdYekf
and multicellular living things, shape, size and Learn that unicellular is another word for things
different functions of cells with one cell and multicellular is another word for
things with more than one cell.
Explains the cell theory and features of cells to the
class and asks students to highlight the points in the Ask questions
6
 resource that correlates to their findings today
Think critically to give real life examples
Encourages students to ask questions

Asks students to give examples from real - life.

Conclusion:
Time Teacher Activity Student Activity Resources

5 min Summarises the lesson and asks what have they learnt Power point slide 25
today Listen to the teacher and take notes
Web link:
- Do all living /alive things have cells? Take out their smart devices and assess the web
- Does that mean that the things that do not have link to zoom in and out of the knee joint Google Maps for body the news
cells are not living?
http://bit.ly/2vbTI7r
- Do you think you have met the success criteria
of todays lesson?
Informs students that advances in technology have
allowed humans to look inside their bodies deep to the Zoom in view of the knee joint
cell levels http://bit.ly/1heqBpn

Shows the students the news link on Google Maps for

body
Asks students to take out their smart devices and open
the link for observing the knee joint at the cellular
level

Explains how the information of cellular levels can

help to prevent and monitor diseases and why the
information on cells is relevant to all

7
Accommodation for gifted and talent students:
The Microscope cell discovery activity can be extended with an additional quest - Are things like milk, fruits, vegetables, water living or non-living? Ask
students to give appropriate reasoning for their prediction. Allow them to choose a sample of their choice (specimens provided), observe it under the
microscope, gather evidence for their claim, record their observations in a table, anaylze the results and share their findings with the class.

Accommodation for students with disability (hearing/ visual): Buddy student in class for reading out the instructions or explaining the procedure and peer
mentoring outside the class can be organised. Videos can be shown on a bigger screen with higher resolution. Grouping sheets for activity 1, observation sheets for microscopy
activity and reading material can be printed with a larger font on A3 paper.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students will be able to discover that living and non-living things can Formative assessment observation of activity 1, observation sheets from microscopy
be distinguished on the basis of presence or absence of cells. activity, constant observation of students group and class discussions

Students will be able to identify cell as the smallest structure in the Formative assessment asking students to draw flowchart reflecting the hierarchical
level of organisation. levels of organisation and asking them to give real life examples for cells

Reflection:
What have I learned about teaching and In designing this lesson plan I have learnt that the essence of inquiry lies in allowing students to explore the
learning processes when preparing this concepts themselves. By making predictions, analysing evidence and seeking explanations on their own, they
lesson? understand better and at a deeper level. I have realised that students learn effectively when they interact with the
materials and subject and evaluate their own learning. 5E model used in the lesson will allow me to draw more
on my students existing knowledge and scientific ability. This will enable construction of a stronger knowledge
base and result in a meaningful and exciting lesson.

8
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Extension of microscope activity for gifted and talented students to keep them engaged and meet their specific learning needs
2.1, 3.3 Inquiry based teaching strategy applied to allow students to develop WS skills and develop deeper understanding. Activity 1 and
Microscope cell discovery activities are included to constantly keep students engaged in their learning. Power point presentation used to
incorporate visual explanations.
2.2, 3.2 The lesson is scaffolded and presented in a sequential manner for students to build on their existing knowledge. Starting from identification
of living and non-living things, to the level of organisation in living things and finally, exploration of the fact that all living things are made
up of cells, the lesson allows them to take one step at a time towards clearing their concepts.
2.5 Focus on introduction of scientific words and their meanings to build a scientific vocabulary. Encouraging students to demonstrate
understanding of the formed concepts through observation sheets and worksheets
2.6, 3.4 Use of the video Introduction to cells to allow students take a tour inside the body to visualise the cellular levels. Use of google maps for
body to expose students to the current advances in technology and make their learning relevant.
3.1 Constantly encouraging students to identify questions, predict the results, engage in group and class discussions and evaluate their own
responses presents challenging yet achievable goals.
4.1 Both the activities, group and class discussions allow all students to effectively participate and engage
4.4 The teacher walks around the class to monitor student engagement while group discussions and reminds them about safety considerations
while using microscopes.
5.1, 5.2 Formative assessment by observing student discussions and microscope recording sheet for formation of learning
Giving feedback to all groups individually to improve their ability to explain and encourage them to dig deeper

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student handouts, etc.).

See Annexure I for prepared power point presentation All living things are made up of cells
See Annexure II for resources for activity 1, resources for activity 2 - microscopic cell discovery, microscope observation sheet, reading resource for cells
and cell theory.
9
LESSON 2

10
 LESSON - 2
CELL ORGANALLES & FUNCTIONS

KLA: Science Stage of Learner: 4 Year 8 Lesson Duration: 60 minutes

Group:

Safety Specimens of living cells can be a source of infection; Printing /

Considerations: students should be instructed to wear protective gloves Preparation: 1. Preparation of the power-point slides (Annexure 1)
all the time during the activity 2. Keeping the web link for amazing cells , Inside the cell
and icell app ready for class
Glass slides and cover slips can cause injury; students 3. Download the animation for demonstrating the experiment
should be instructed to keep away from broken glass 4. Requirements for experiment Microscope, onion,
and notify the teacher immediately in case of any glycerine, safranin solution, methylene blue solution,
breakage. dropper, forceps, distilled water, needle, brush, coverslips,
blotting paper, glass slides and watch glass
Microscope lenses and eye piece can be source of 5. Setting up the Microscope stations
infection; therefore they should be thoroughly cleaned 6. Setting up microscopes on highest power
before and after use with a lens paper and cleaning
7. Photocopies of experiment protocol
solution. 8. Photocopies of Observation sheets (Annexure III)
9. Copies of required reading Photocopies of cell riddle for
Stains like methylene blue and safranin are flammable activity 1
so should be kept away from a heat source or source of
ignition

Stains can be harmful if inhaled or consumed; students

should be monitored closely during the use

Stains like methylene blue and safranin can

irreversibly stain clothes; students should be instructed
wear lab coats

Conducting investigations
Knowledge and
Living World Working Scientifically (WS) Strand(s): Processing and analysing data and
Understanding(K&U) Strand:
information

11
K & U outcome(s): SC4-14LW WS outcome(s): SC4-6WS, SC4-7WS
K & U context statement: LW2 WS context statement(s): WS6, WS7.2

K& U content descriptor(s): LW2b WS content descriptor(s): WS6a, d, e, f, WS7.2d

Highlight any areas addressed within lesson:

General capabilities
Critical and creative Ethical understanding Information and Intercultural understanding Literacy Personal and social
Numeracy
thinking communication technology
capability
capability

Learning Intentions: Success Criteria:

Cells are made up of organelles and each organelle performs a specific Students will be able to identify different organelles present in the cells.
function They will understand the functions of organelles

Working collaboratively to acquire skills in preparation of temporary slides They will have hands-on experience in preparation of temporary slides of cells

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills 1.2 Deep understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something that requires active construction and requires 1.3 Problematic knowledge 1.6 Substantive communication
students to engage in higher-order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an 2.2 Engagement 2.5 Students self-regulation
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops 2.3 High Expectations 2.6 Student direction
positive relationships between teacher and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy 3.2 Cultural knowledge 3.5 Connectedness
draws clear connections with students prior knowledge and identities, with contexts outside of the classroom, 3.3 Knowledge integration 3.6 Narrative
and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson?

12
Teaching element Indicators of presence in the lesson
Deep understanding Hands on experience in preparation of temporary mount of cells and tour inside the cell allows students to explore relationships between
different organelles and their role in functioning of a cell. The activities also allow students to construct their own explanations and
evaluate their claims by comparing with the evidence.
Engagement Use of icell app is a way to connect students with current trends, show them the integration of technology with science to make
learning meaningful to them. Riddles engage students and make learning fun for them.
Inclusivity The experiment based activity requires students to work in groups. Students work in collaboration within their groups, analyze the data
and observations by pairing with members of other groups and share their findings with the whole class. By allowing students to think,
pair and share, this activity encourages cooperative learning in students.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources

10 Directs students in the class, asks them to take out their Students settle down and get ready for the riddles Power point slide 26-27
mins pens and notebooks and settle down.
Solve the riddles individually, record on their Photocopies of cell riddle sheet from
Engage activity sheet and then evaluate their responses http://bit.ly/2vGWPWc (Annexure III)
within the group
Begins the lesson by welcoming students to day two of
their discovery journey. Informs students that in the Evaluate their answers in response to teachers
previous lesson where they took a tour inside the body answers
and learnt about cells, they will dig deeper today and
take a tour inside the cell. But in order to do enter the
cell some riddles need to be solved

Activity 1 Cell riddles

Distributes the sheets for recording the answers from

the riddle so every student can enter the cell.

Informs students that every student will solve the

13
 riddles and then discuss the answers in groups in
groups of two and then share with the class.

Narrates the riddles one by one and monitors the

students while they seek answers. Takes a walk around
the class as students discuss in groups. Assesses the
formation of learning from previous lesson.

Reveals the answers and gives student feedback.

Mentions the learning intentions and success criteria.

Body of Lesson:
Time Teacher Activity Student Activity Resources

5 min Explore Listen to the teacher Demonstration in form of animation from

http://bit.ly/2uhUfWo
Informs students that they are now going to acquire Form groups and sub-groups (0.16secs to 2.40 secs for onion peel cell)
some skills to enter in the cell. (3.54 secs to 5.20 secs for cheek cells)
Watch the demonstration and take notes
Informs that in order to do so, they will reach inside Protocol sheets (Annexure III)
the onion peel and human cheek. http://bit.ly/2uhUfWo
Observation sheets adapted from
Activity 2 Preparing a temporary mount of cells http://googleimages.com.au
(Annexure III)
The class is divided in two half the class will work
on onion peel and the other half on human cheek cells.
In sub-groups of two, both the groups will view the
cells under the microscope and record their
observations and then discuss with the other groups to
compare their findings
(Does not tell students that there will be difference in
appearance of both the cell types)

Plays the demonstration for performing activity 2 and

asks students to take notes
14
 Distributes the protocol and observation sheets while
students are watching the animation

20 Directs students to their respective preparation and Perform the experiment as per the given protocol Power point slides 29-32
min microscope stations and demonstration

Narrates the mandatory precautions and safety Record the observation in form of illustrations
considerations and findings
- Wear lab coats
- Wear gloves at all times Compare the findings between onion peel and
- Do not touch the lenses of microscope cheek cells with the other groups
- Clean the eye piece before and after use
- Handle slides carefully
- Notify teacher for any breakage
Assists students wherever necessary.

Checks their prepared slides and observation sheets to

give feedback for improvement

Monitors students for safety, listens to their

discussions and takes note of their findings

Asks open-ended questions in regards to their claims

to encourage thinking and identification of questions
(suggested questions in power point)

15 Explain Inside a cell web link

min Take out their smart devices and explore Inside http://bit.ly/LqNjeW
Interactive activity the cell/ cells
icell app can be installed from app store
Informs students that they are now visiting inside the Complete the worksheet on iPads and from play store on android
cell. devices

15
 Asks them to open their smart devices and access the
link for Inside a cell or download the app icell. Inside a cell worksheet (Annexure III)
from
Asks students to click on each organelle, zoom in to http://bit.ly/2wmnHrx
explore its structure and function, and complete
worksheet. Required reading on Cell organelles from
http://bit.ly/2e6ChvS
Distributes the worksheet for completion while they
explore the cell. Power point slides 35-37

Observes the students worksheet and give individual

feedback

Distributes reading notes on the role of each organelle

and asks students to read at home

5 min Elaborate and Evaluate Students re-write their observations and Power point slides 33-34
conclude their findings
Asks students to re-visit their observation sheets from
todays microscope activity and write a conclusion Engage in group discussion and class discussion
based on their cell exploration.

Takes a walk around the groups and views their

observations and conclusions for feedback

Asks students to analyse the observed differences

between onion peel cells and human cheek cells

- What do the differences point towards?

- What organelles are essential for animal cells
but absent in plant cells?
- Do the same organelles have different roles in
plants and animals?

16
 Asks students to share their findings with the class
Conclusion:

5 min Summarises the lesson Listen to the teacher Power point slides 35-38

Informs students that they will perform a skit/ role Talk to their group members for skit ideas
play in the next lesson on The role of cell organelles

The class is divided into 4 groups of 4 members each

for the skit. Each group will have maximum 4 minutes
to perform. One member of each group will also be
responsible for time management.

Shares idea In a group, members can enact the role

of an organelle of their choice and emphasise on their
importance in working of a cell.

Inform students that the provided readings will help

them to formulate ideas for their groups.

Accommodation for gifted and talent students:

Students can jump to https://publications.nigms.nih.gov/insidethecell/index_cw.html to solve a cell biology based crossword puzzle. It has got challenging
questions that will force students to question their knowledge in order to complete it. This will help to satisfy their specific learning needs. This can also be
used an extension activity in case the lesson finishes earlier.

Accommodation for students with disability (hearing/ visual): Buddy student in class for reading out the instructions or explaining the procedure and peer
mentoring outside the class can be organised. Videos can be shown on a bigger screen with higher resolution. Observation sheets and riddle sheets can be printed with larger fonts
on A3 paper. Students who are not able to use microscopes can prepare the slides with help of buddy student and use simulator from
http://amrita.olabs.edu.in/?sub=79&brch=15&sim=125&cnt=4 for the microscopic view of slides

17
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students will be able to identify Formative assessment by observation of Cell riddles worksheet and group discussions. Assessment of homework
different organelles present in the worksheets given at the end of next lesson.
cells
They will understand the Formative assessment by observation of Inside the cell worksheet. Assessment of homework worksheets given at the
functions of organelles end of next lesson.
They will have hands-on Formative assessment by observation of prepared slides and observation sheets
experience in preparation of
temporary slides of cells

Reflection:
What have I learned about teaching and In preparation of this lesson, I went back to my class 8th notes for cell biology and realised how different was the
learning processes when preparing this teaching process back then. How the emphasis was on content narration and memorisation instead of engagement
lesson? and exploration. I have realised that effective teaching is all about connecting to the student and making meaning,
not enforcing memorization. Integrating the modern day technologies like apps on smart devices can generate
more interest and curiosity in students and make learning fun for them. Making the teaching -learning experience
student centred can result in more engagement from the students and result in intrinsic motivation.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
1.2 Inquiry based learning incorporated throughout the lesson to increase student engagement and motivation for effective learning. Hands on
experience in preparation of temporary mounts of cells to form active connection with the content and develop deeper understanding.
1.5 Inclusion of cell biology based crossword puzzle to promote challenging learning goals in gifted and talented students

18
2.1, 3.3 Inquiry based teaching strategy applied to allow students to develop WS skills and develop deeper understanding. Inclusion of multiple
activities cell riddles, experiment, interactive activity (icell app or web link inside the cell) and introduction of the concept of a skit have
been planned to keep the students engaged and develop critical and creative thinking.
2.2, 3.2 The lesson is scaffolded and presented in a sequential manner for students to build on their existing knowledge. Assessment of prior
knowledge is followed by preparation of slides for microscopy (observation, data collection and analysis) to build a meaningful connection.
This follows detailed exploration of the cell organelles using the icell app / inside the cell link which not only establishes a visual
connection but also allows students to evaluate their prior analysis.
2.5 Inclusion of riddles for students to enhance their literacy skills. Encouraging students to demonstrate understanding of the formed concepts
through observation sheets, worksheets and skit.
2.6, 3.4 Use of the icell app / inside the cell link allows students to analyse the 3D virtual model of a cell and better understand the differences in
plant, animal and bacterial cell.
Use of riddles, worksheets, experiment and technology to generate interest and curiosity in students for effective learning.
3.1 Constantly encouraging students to identify questions, predict the results, engage in group and class discussions and evaluate their own
responses presents challenging yet achievable goals.
4.1 All the activities, group and class discussions and accommodation activities for fulfilling the specific needs of students enable them to
effectively participate and engage.
4.4 The teacher walks around the class to monitor student engagement while group discussions and reminds them about safety considerations
while using microscopes.
5.1, 5.2 Formative assessment by observing their worksheets, microscope recording sheet and student discussions and for formation of learning
Giving feedback to all groups individually to improve their ability to explain and encourage them to dig deeper.

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student handouts, etc.).

See Annexure I for prepared power point presentation All living things are made up of cells
See Annexure III: includes resource for activity 1 cell riddles; resources for activity 2 protocols for preparation of temporary mounts of onion peel cells
and human cheek cells and observation sheets; resource for activity 3 worksheet for Inside the cell.

19
LESSON 3

20
 LESSON 3
CELL DIFFUSION

KLA: Science Stage of Learner: 4 Year 8 Lesson Duration: 60 minutes

Group:

Safety Printing /
Considerations: Gelatin cubes made with cabbage indicator Preparation: 1. Preparation of the power-point slides (Annexure I)
can stain clothes; students should wear lab
coats and gloves while performing the 2. Organizing the video resources for cell diffusion
activity. 3. Photocopies of procedure and observation sheets for gelatin cell
Vinegar is a weaker form of acetic acid and diffusion activity (Annexure IV)
can cause health hazard upon ingestion or 4. Preparation of gelatin cubes prepared in cabbage water indicator
inhalation. Students should wear face masks
and safety goggles during the activity. Strict 5. Photocopies of the homework worksheets (Annexure IV)
instructions should be given not to ingest the 6. Photocopies of material for reading at home
solution. Teachers supervision is must
while handling

Glass beakers may break while handling so

should be handled with care. Teacher should
be notified immediately if any breakage
occurs.

General safety considerations in a classroom

- Questioning and Predicting

Knowledge and Working Scientifically (WS) - Conducting investigation
Living World
Understanding(K&U) Strand: Strand(s): - Processing and analysing data
- Communicating
K & U outcome(s): SC4-14LW WS outcome(s): SC4-4WS, SC4-6WS, SC4-7WS, SC4-9WS

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K & U context statement: LW2 WS context statement(s): WS4, WS6, WS7.1, WS9

K& U content descriptor(s): LW2b WS content descriptor(s): WS4b, WS6e, WS6f, WS7.1e,

Highlight any areas addressed within lesson:

General capabilities
Critical and creative Ethical understanding Information and Intercultural understanding Literacy Personal and social
Numeracy
thinking communication technology
capability
capability

Learning Intentions: Success Criteria:

Cell diffusion as mode of transport for cells Identify that molecules move in and out of the cell across the concentration
gradient through selectively permeable cell membrane
Use numeracy skills to analyse diffusion across the cell Able to correlate that the cell size impacts percentage of diffusion across the
cell membrane
Work collaboratively to communicate scientific ideas Able to work in groups to present their creative ideas in the form of a skit/role
play

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills 1.2 Deep understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something that requires active construction and requires 1.3 Problematic knowledge 1.6 Substantive communication
students to engage in higher-order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an 2.2 Engagement 2.5 Students self-regulation
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops 2.3 High Expectations 2.6 Student direction
positive relationships between teacher and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy 3.2 Cultural knowledge 3.5 Connectedness
draws clear connections with students prior knowledge and identities, with contexts outside of the classroom, 3.3 Knowledge integration 3.6 Narrative
and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson?

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Teaching element Indicators of presence in the lesson
Substantive
Skit/ role play used to encourage students to work in groups and communicate their ideas in front of the class
communication
Using activities like tea bag demonstration and gelatin cell diffusion to engage students and generate curiosity, Use of video resources to
Engagement
show diffusion inside the cell
Social support Group work during the cell diffusion activity and skit/ role play

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources

5 min Directs students in the class, asks them to take out their pens Enter the class, get the required things out of Tea bag, glass beaker, hot water
and notebooks and settle down. their bags and get ready for the lesson.

Engage Students respond to teachers questions

Welcomes the class and asks them, Has anyone ever made Predict the outcomes
tea?
Respond to teachers question
Demonstration & prediction

Puts the tea bag in a beaker of hot water and asks following
suggested questions
- Do they know what is happening?
- What has moved in/ out of the bag to cause colour
change?
- What has happened to the water in the beaker?
Listens to students responses and assesses their prior
knowledge on diffusion and concentration gradient

23
Body of Lesson:
Time Teacher Activity Student Activity Resources

10 Mentions the learning intentions and success criteria. Watch the video You tube clip for explain diffusion
min
Informs students that they will now learn how molecules Listen to the teacher and take notes http://bit.ly/2ve7zZ6
move in and out of the cell and what is the role of cell
membrane in this Evaluate their claims for tea bag diffusion Power point slides 39-40

Plays the video to explain the concept

The video is paused intermittently to explain diffusion,

concentration gradient, types of diffusion and its importance
for the functioning of a cell.

Asks them to evaluate their answers in groups of two for the

tea bag diffusion demonstration to clear the misconceptions

Moves around in class to listen to group discussion of

students to assess their formation of learning

5 Engage Listen to the teacher Gelatin cubes of three different sizes

min prepared in purple cabbage
Shows the gelatin cubes and a clear container containing Make predictions and note them down indicator, 10% vinegar solution and
vinegar to the class. Informs them how they were prepared. three clear containers for immersing
(students have prior knowledge in pH indicators and Share their predictions with the class the cubes in vinegar
neutralisation)

Asks students to individually predict what will happen if the

gelatin cubes are placed in this container.

Guides their predictions by suggesting questions like:

- Will there be any change?
- Will there be any difference across the cubes?
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 - Do their shape/ size play any role?
- Will there be any change in colour /shape of cubes?

15 Explore & Explain Perform the activity Refer Annexure IV for requirements
min Size matters and procedure of the activity
Ask teacher for help if necessary
Activity 1: Gelatin cell diffusion Power point slides no. 41-43
Note down their observations
Informs the class that they will now perform the diffusion
activity using gelatin cubes and vinegar to find out what will Do the calculations and analyses
happen.
Listen to the teacher and take notes
Divides the whole class into groups of three.

Narrates the safety considerations and asks students to wear

the protective gears.

Explains students what they have to do in the activity.

Distributes the photocopies of the procedure and observation

sheets.

Asks students to perform the activity and record their

observations in the provided sheets. Informs that every
student in a group will work on one cube each and then the
whole group will analyse their observations together on what
is happening in the gelatin cells.

The students will have 10 minutes to perform and 5 minutes

for discussion

Walks around the classroom to monitor safety, check

students observations and provides guidance if necessary

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 Once the students have recorded their observations, explain
them what is going on and how cell size impacts the
diffusion.

Asks student for any questions

20 Informs students that they are going to do the skit Present their ideas Stopwatch
min presentations first and then look into the concept that why
the cells are of different sizes. Observe other groups

Invites each group to perform one by one and sets up the Listen to teachers feedback and make notes
timer for each group.

Observes the students ideas and gives feedback.

Conclusion:
Time Teacher Activity Student Activity Resources

3 min Summarises the lesson and gives feedback about diffusion Listen to the teacher and take notes
activity

2 min Assigns homework task. Read the questions on the worksheet and ask Photocopies of worksheet
questions to teacher regarding the task (Annexure IV)
Informs students that the task will be assessed to evaluate Ques 1-8 from
their formation of learning regarding cells organelles and http://bit.ly/2velFK3 (Page 2-5)
their functions.
Ques 9-10 (skills and application
They will have one week to complete and submit. task 4: cells) from
http://bit.ly/2vwuFNc
Distributes the homework sheets and asks student to have a
quick look at the worksheet and ask questions in case they
cannot understand something in the worksheet.

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Accommodation for gifted and talent students: As an extension to gelatin cell diffusion activity, ask students to predict the impact of different concentrations of
vinegar on cell diffusion in gelatin cells. Ask them to theoretically take different concentrations of vinegar (10%, 15%, 20%) on their observation sheets in order to calculate the
concentration gradient for the provided gelatin cells. They are then expected to calculate rate of diffusion for different sizes of gelatin cells to find out the impact of concentration
gradient. Finally, they should evaluate their predictions to justify their claims or clear their misconceptions.

Accommodation for students with disability (hearing/ visual): Buddy student in class for reading out the instructions or explaining the procedure and peer
mentoring outside the class can be organised. Videos can be shown on a bigger screen with higher resolution. Observation sheets and riddle sheets can be printed with larger fonts
on A3 paper.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Identify that molecules move in and out of the cell across the Formative assessment of tea bag activity to assess any prior knowledge on diffusion
concentration gradient through selectively permeable cell membrane and concentration gradients
Able to correlate that the cell size impacts percentage of diffusion Formative assessment of group/ class discussions and observation sheets for gelatin
across the cell membrane cell diffusion activity. Assessment of homework worksheets given at the end of the
lesson
Able to work in groups to present their creative ideas in the form of a Formative assessments of skit/ role play activity. Observation for presence of team
skit/role play work and equal opportunity for all team members to communicate their ideas to the
audience.

Reflection:
What have I learned about teaching and In preparation of this lesson I have realised the importance of including a range of activities and ideas to keep
learning processes when preparing this students engaged and motivated to learn. Activities like role play can allow students to bring a lot of creativity
lesson? to their learning and a chance to regulate it themselves. Learning when made interactive and inclusive can be
fun and more meaningful.

27
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that
should comply with the standard.

Graduate Evidence within this lesson

Standards
1.2 Incorporation of hands on activity and role play as students learn more by doing

1.5 Inclusion of extended activity to meet the specific needs of gifted and talent students

1.6 Accommodating the needs of students with disability by organizing buddy student for audio-visual support, peer mentoring outside the class
and use of need specific resources.
2.1, 3.3 Hands on experience in gelatin cell diffusion activity promote visual explanation. The observation and analysis of the activity encourage
explicit numeracy experience. Role paly activity demonstrates learning through collaboration.

2.2, 3.2 The lesson is scaffolded and presented in a sequential manner for students to build on their existing knowledge. Assessment of prior
knowledge during the tea bag activity is followed by explanation of diffusion and movement of molecules across the cell. This follows
exploration of diffusion during the gelatin cell diffusion activity (through observation, data collection and analysis) to build a meaningful
connection. This not only establishes a visual connection but also allows students to evaluate their prior analysis.
2.5 Encouraging students to share their ideas in role play using scientific words to improve their understanding of words and their pronunciation.
Inclusion of numeracy task as part of the gelatin cell diffusion activity to show them the relationship between the two fields and their
interdependence.
3.4 Power point presentation and videos to enhance visual and textual explanations.

3.1 Constantly encouraging students to identify questions, predict the results, engage in group and class discussions and evaluate their own
responses presents challenging yet achievable goals.
4.1 All the activities, group and class discussions allow students to effectively participate and engage

4.4 The teacher walks around the class to monitor student engagement while group discussions and reminds them about safety considerations
while performing the activity
5.1, 5.2 Formative assessment by observing their worksheets, observation sheets and student discussions for formation of learning
Giving feedback to all groups individually to improve their ability to explain and encourage them to dig deeper

28
References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student handouts, etc.).

See Annexure I for prepared power point presentation All living things are made up of cells
See Annexure IV: includes resources for activity 1 - Gelatin cell diffusion activity; worksheet for homework task

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 EXTENDED EXPLANATION

The underlying concept of cell theory describes a cell as the fundamental unit of living world.

This basic concept not only unifies all the domains of biology, but also makes the knowledge

of cell biology imperative for acquiring scientific literacy. However, due to the abstract

nature of its concepts, students face difficulty in understanding and associating with them,

resulting in development of a fragmentary knowledge base (Francele de, Lenira Maria &

Elgion Lucio 2014; Cimer, 2012). Therefore, in order to develop active learning and promote

cohesive scientific base in students, studies suggest adoption of guided discovery and inquiry

based learning (henceforth, IBL) approaches (Abdi, 2014; Pandey, Nanda & Ranjan, 2011).

Keeping these teaching strategies in mind, three lesson plans were designed around

introduction of cells, structure and function of cell organelles, and cell diffusion. By guiding

students to drive their own learning through inquiry and collaboration, the lessons emphasize

on developing deeper understanding, critical thinking and meaningful learning in students.

Accurate scaffolding in an inquiry based approach allows the development of complex skills

and formation of schemas in long term memory without overloading the working memory

(Sweller, van Merrienboer and Paas, 1998). In line with the Australian Professional Standards

for Teachers (Australian Institute for Teaching and School Leadership, 2016) standard 2.2

and 3.2, all the lessons were scaffolded and the content was presented in a sequential manner.

For instance in lesson 1, starting from identification of living and non-living things, to the

level of organisation in living things and finally, exploration of the fact that all living things

are made up of cells, the lesson allows students to take one step at a time towards

understanding the cell theory.

30
Studies suggest that students bring a pool of pre-existing knowledge to the classrooms

(Tregust, 2006). The quality of this knowledge pool determines a students ability to acquire

new concepts and apply high-order thinking towards problem solving (De Corte, 1990).

Engaging the students at the beginning of the lesson with a query/ activity that connects to

their prior knowledge not only allows for assessment of prior learning, but also captures their

interest. As visible in the lessons, the use of living and non-living grouping activity, cell

riddles and tea bag activity, all aim to draw upon students prior knowledge and engage them.

As per the 5E instructional model, initial engagement allows the construction of new schemas

by remodeling and/or rectifying the pre-existing ones and generates curiosity to allow

establishment of connections with the new content (Bybee, 1997).

Educational engagement and connection directly correlates with the learning outcomes in

students (Keddie, 2011). Studies in this area have also interlinked increased student

engagement with effective teaching strategies and resources (Sweller et al., 1998). With a

constant focus on increasing student engagement, the designed lesson plans include a range

of activities, short and detailed discussions (in groups and with class), worksheets, video

resources, animations and simulation. In consideration with the inclusion of activities like

microscope cell discovery (lesson 1), preparation of temporary mount of cells (lesson 2) and

gelatin cell diffusion (lesson 3), that promote hands on experience, allow the students to

adopt critical thinking and acquire scientific working skills (Cimer, 2012). Through the

teachers guided and probing questions, such activities can encourage students to explore the

concepts themselves, identify questions to challenge their own presumptions and finally

anaylze their observations to make predictions (Bybee, 1997). Incorporation of questioning

and discussions in the lessons was also done to motivate students to dig deeper and

simultaneously assess formation of their learning (Cauley & McMillan, 2010). Use of ICT

31
resources like videos, power point presentation, virtual tour of the cell through icell app,

Google Maps for body, animation and simulation promote visual explanation. By clarifying

their concepts such resources also attempt to connect the students with the real world for

meaningful learning and deeper scientific understanding (Livingstone, 2012).

Another aspect of student engagement lies in the differentiation of teaching strategies to meet

the needs of diverse learners (Henderson & Jarvis, 2016). As per the Australian Curriculum,

Assessment and Reporting Authority, [ACARA] 2016, teachers are obliged to personalize

their pedagogy and address the learning needs of students with disabilities, gifted and

talented students and students with English as a second language. In consideration with this

and APST standards 1.5 and 1.6, the lesson plans accommodated extended and challenging

activities for gifted and talented students. Provision of need specific resources, buddy

students, peer mentoring and simulator activity was incorporated in lessons to engage

students with hearing or visual disabilities.

Studies report that language acts a barrier for many students in learning science

(Fang, Lamme & Pringle, 2010). Research on language and literacy in science education

suggests that they are entangled together as literacy in language (listening, reading, writing,

and speaking) is imperative to communicate science at the global platform (Wellington &

Osborne, 2001, p. 1). In view of this, the designed lessons incorporate strategies to improve

scientific literacy and encourage students to explain and elaborate their conceptual

understanding in their own words either by writing (in the form of worksheets/ observation

sheets) or speaking (discussions/ role play). Activities like riddles, puzzles and role play

allow students to learn and understand scientific terminology in a fun way. Apart from

literacy, one of the lessons (no. 3) also incorporates mathematical skills and knowledge.

32
Enabling students to do calculations and relationship analysis as a part of their science

practical allows them to recognize the role and application of mathematics more broadly

(ACARA, 2016).

Thinking creatively and critically to anaylze, communicate analysis, and work in

collaboration for knowledge application are the 21st century skills described as the essential

tools to move up the economic ladder (Bellanca & Brandt, 2010). These tools apply across

all KLAs but are particularly crucial for students to develop scientific working skills. In

order to improvise these skills, develop substantive communication and promote inclusivity,

group discussions and group activities have been made an essential part of all the lessons

(Gore, 2007). These skills not only allow students to broaden their horizon and reap the

benefits of collaborative learning, but also provide social support and prepare them for the

global stage (Gillies & Boyle, 2010).

33
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achievement in science course. Universal Journal of Educational Research, 2(1), 37-

41. Retrieved from http://files.eric.ed.gov/fulltext/EJ1053967.pdf

Australian Curriculum Assessment and Reporting Authority (ACARA). (2016). The

Australian Curriculum v8.2. Retrieved from http://www.australiancurriculum.edu.au/

Australian Institute for Teaching and School Leadership. (2011). Australian professional

standards for teachers. Retrieved from http://www.aitsl.edu.au/docs/default-

source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Bellanca, J. A., & Brandt, R. (2010). 21st Century skills: Rethinking how students learn.

Retrieved from https://books.google.com.au/books

Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth,

NH: Heinemann, Green Wood Publishing group. Retrieved from

https://books.google.com.au

Cauley, K. M., & McMillan, J. (2010). Formative assessment techniques to support student

motivation and achievement. The Clearing House: A Journal Of Educational

Strategies, Issues And Ideas, 83(1), 1-6. Retrieved from

http://www.tandfonline.com/doi/abs/10.1080/00098650903267784

Cimer, A. (2012). What makes biology learning difficult and effective: Students views.

Educational Research and Reviews, 7(3), 61-71. Retrieved from

http://www.academicjournals.org/article/article1379665422_Cimer.pdf

De Corte, E. (1990). Acquiring and teaching cognitive skills: a state-of the-art of theory and

research. In P. J. Drenth, J. A. Sergeant & J. Takens (Eds.), European Perspectives in

Psychology, Vol 1 (pp. 237-263). London, John Wiley.

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Fang, Z., Lamme, L. L., & Pringle, R. M. (2010). Teaching science as inquiry. In Language

and Literacy in Inquiry-Based Science: Classrooms, Grades 38. California, SAGE

publishing. Retrieved from

http://sk.sagepub.com.ezproxy.uws.edu.au/books/language-and-literacy-in-inquiry-

based-science-classrooms-grades-3-8/n1.xml

Francele de, A. C., Lenira Maria, N. S., & Elgion Lucio, S. L. (2014). Teaching cell biology

in primary schools. Education Research International. 2014, 1-5. Retrieved from

http://dx.doi.org.ezproxy.uws.edu.au/10.1155/2014/272475

Gilles, R.M., & Boyle, M. (2010). Teachers reflections on cooperative learning: issues of

implementation. Teaching and Teacher Education. 26, 933-940. Retrieved from

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Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher

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Challenges for teachers, teaching, and teacher education (pp. 15-33). Rotterdam, The

Netherlands: Sense Publishers.

Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian professional

standards for teachers: implications for professional learning. Australian Journal of

Teacher Education, 41(8), 60-83. Retrieved from https://eric.ed.gov/?id=EJ1118418

Keddie, A. (2011). Educating for diversity and social justice. Professional Educator, 10(3),

27-30. Retrieved from

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Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford

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Pandey. A., Nanda, G. K., & Ranjan, V. (2011). Effectiveness of inquiry training model over

conventional teaching method on academic achievement of science students in India.

Journal of Innovative Research in Education, 1(1), 7-20. Retrieved from

http://grpjournal.net/index.php/joire/article/view/56/59

Sweller, J., van Merrienboer, J.J.G., & Paas, F.G.W.C. (1998). Cognitive Architecture and

Instructional Design. Educational Psychology Review, 10(3), 251-296. Retrieved

from https://link.springer.com/article/10.1023/A:1022193728205

Treagust, D. F. (2006, September). Diagnostic assessment in science as a means to improving

teaching, learning and retention. Proceedings of the Assessment in Science Teaching

and Learning Symposium, 1-9. Retrieved from

https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6375

Wellington, J., & Osborne, J. (2001). Language and literacy in science education.

Philadelphia, Open University Press Buckingham. Retrieved from

https://www.mheducation.co.uk/openup/chapters/0335205984.pdf

36
 ANNEXURE I
POWER POINT SLIDES

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 ANNEXURE II
Resource Activity 1
Grouping sheet and pictures for living and non-living things (Source - http://bit.ly/2vNiXgX)

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Resource Activity 2
Microscope slide observation sheet

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62
 ANNEXURE III

Resource Activity 1
Cell riddles

63
64
Resource Activity 2

Preparation of temporary mounts of onion peel cells and human cheek cells

Procedure for onion peel cells

Pour some distilled water into a watch glass.

Peel off a leaf from half a piece of onion and using the forceps, pull out a piece of
transparent onion peel (epidermis) from the leaf.

Put the epidermis in the watch glass containing distilled water.

Take a few drops of safranin solution in a dropper and transfer this into another watch
glass.

Using a brush, transfer the peel into the watch glass containing the safranin solution.

Let this remain in the Safranin solution for 30 seconds, so that the peel is stained.

Take the peel from the Safranin solution using the brush and place it in the watch glass
containing the distilled water.

Take a few drops of glycerine in a dropper and pour 2-3 drops at the center of a dry
glass slide.

Using the brush, place the peel onto the slide containing glycerine.

Take a cover slip and place it gently on the peel with the aid of a needle.

Remove the extra glycerine using a piece of blotting paper.

Place this glass side on the stage of the compound microscope and view it.

Precautions
Use a brush to transfer the peel from one apparatus to another.

Staining of peel should neither be too dark, nor too light.

Extra glycerine stain should be removed using blotting paper.

65
Procedure for human cheek cells

Gently scrape the inner side of the cheek using a toothpick, which will collect some
cheek cells.

Place the cells on a glass slide that has water on it.

Mix the water and the cheek cells using a needle and spread them.

Take a few drops of Methylene blue solution using a dropper and add this to the
mixture on the slide.

After 2-3 minutes remove any excess water and stain from the slide using a
blotting paper.

Take a few drops of glycerine using a dropper and add this to the test mixture.

Take a clean cover slip and lower it carefully on the mixture with the aid of a needle.

Using a brush and needle, press the cover slip gently to spread the epithelial cells.

Remove any extra liquid around the cover slip using a blotting paper.

Place this glass side on the stage of the compound microscope and view it.

Precautions
Ensure toothpick used to scrape the cheek is clean, so it does not cause infection to the
cheek.

Extra glycerine stain should be removed using blotting paper

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Data and Observations

Descriptions of onion peel cells:

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Microscopic view

Comparative analysis
Onion peel cell Human cheek cell

67
Data and Observations

Descriptions of Human cheek cells:

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Microscopic view

Comparative analysis
Onion peel cell Human cheek cell

68
Activity 3

Worksheet on Inside the cell

69
70
 ANNEXURE IV

Activity 1:

Gelatin cell diffusion

Requirements:

Gelatin cubes of three different sizes prepared in purple cabbage indicator (pre-prepared), Vinegar, clear
plastic metric ruler, clear 250ml beakers for immersing the cubes, measuring cylinder, white paper, timer
and a spoon
Requirements for gelatin cubes: Gelatin sachets from market, boiling water, trivet, silicon ice-cube moulds,
whisk, refrigerator, cabbage, sieve, sharp knife

Preparation of gelatin cubes:

1. Chop the cabbage into small pieces and place the pieces in a bowl
2. Pour boiling water on top of the cabbage pieces to fully immerse them
3. Let it sit for 10 minutes
4. Strain the cabbage pieces and use the remaining purple water to prepare gelatin cubes.
5. To prepare the gelatin cubes, boil the purple coloured water and dissolve gelatin powder in it as per
the instructions on the packaging (use 25% less than the recommended volume). Wisk to mix.
6. Let the solution sit for a while and then pour it into the silicon ice cube molds
7. Refrigerate overnight to set the cubes

Procedure:
1. Measure the dimensions of each cube and record
2. Pour 100 ml of vinegar into each beaker
3. Place the three different sized cubes into different beakers and leave one aside as control
4. After 5 minutes use a spoon to remove each cube from the beaker and place it onto a piece of white
paper.
5. Observe for any change in colour
6. Measure the distance for penetration of colour change from exterior to the interior of cell
7. Calculate percentage of penetration
8. Analyze the relation between cell size and percent penetration

71
Observation Sheet

Treatment time = 5 minutes

Cube No. Cube Surface Volume (V) Ratio of Distance of Percentage

dimension Area (SA) cm3 surface area diffusion (D) diffusion
cm2 to volume in cm (D/Length of
(SA:V) Cube x
100%)
1

Observations

Analysis

72
Worksheet for Homework task

1. Complete the following table.

Explain how one or more of the parts of an animal cell help the cell to carry out
Activity of Life
each of the listed activities of life.

Homeostasis
(maintaining a
stable internal
environment)

Metabolism
(using energy)

Growth
(e.g. making
proteins and
making new
cells)

2a. Explain why biologists say that a cell is alive, but none of the individual molecules inside the cell are
alive.

2b. If you ground up a cell and put all the molecules from the cell in a test tube, would this mixture of
molecules be alive? Explain why or why not.

73
3. Plant cells have several structures that are not found in animal cells chloroplasts, cell walls and central
vacuoles. Choose two of these structures and explain why each of these is useful for plant cells, but not
needed or even a disadvantage for animal cells.

cell wall
chloroplas
t

central
vacuol
e

4. Sperm cells have a very specialized structure, including a flagellum and very little cytoplasm. Explain
how the structure of a sperm cell contributes to its function.

5. A capillary is a tiny blood vessel where:

Oxygen and nutrients diffuse from the blood to the cells near the capillary.
Carbon dioxide and other waste molecules produced by the cells near the capillary diffuse into the
blood.
Explain why it is useful for the walls of capillaries to consist of a single layer of thin, flattened cells.

74
6. For some types of cell, a flexible structure that allows the
cell to change shape is crucial for its function. The white
blood cell shown in this figure defends our body against
infection by engulfing, killing and digesting bacteria
(phagocytosis). Why do white blood cells need to be able to
change shape in order to accomplish their function?

White
blood
cell

Another aspect of cell structure that is related to the cells function is the amount of each type of organelle in
the cell. An extreme example is the mammalian red blood cell which has no nucleus, ribosomes or
mitochondria. Instead, red blood cells are filled with haemoglobin, the protein that carries oxygen. The large
amount of haemoglobin allows the red blood cells to carry lots of oxygen which the cells need for the high
rate of metabolism in mammals. However, the specialized structure of red blood cells has a disadvantage
reduced capacity for repair, so each red blood cell only survives about four months.

7. Most cells are constantly replacing damaged molecules and organelles. Explain why a red blood cell is
unable to replace damaged proteins.

8a. Explain why it is useful for A protein that will be secreted from
the pancreas cells that secrete the cell is
digestive enzymes to have lots of made by a ribosome on the rough
rough endoplasmic reticulum and endoplasmic reticulum
Golgi apparatus. processed in the rough
endoplasmic reticulum
transported in a vesicle to the
Golgi complex
processed some more in the Golgi
complex
transported in a vesicle to the
plasma membrane = cell
membrane

75
8b. How is the vesicle containing the protein moved from the rough endoplasmic reticulum to the Golgi
complex and then to the plasma membrane? (Hint: Review the top of page 1 of worksheet.)

9. In a sample of human blood, the average diameter of the red blood cells was found to be 8.0 micrometres.
A student placed equal volumes of this blood in each of three solutions of unknown concentration. After 10
minutes the student determined the average diameter of the cells in each solution, with the following results.

Solution Average diameter in cells

I 8.8 micrometres
II 7.3 micrometres
III 8.1 micrometres

It would not be reasonable to conclude that

a) solution I was more dilute than blood plasma.
b) there had been net movement of water out of the cells in solution II.
c) if the cells had been placed in a solution more concentrated than solution II, the cells
would probably have burst.
d) the concentration of solutes in solution III was similar to the concentration of solutes
in the cells.

Explain why?

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10. Refer to the following diagrams, which show three identical plant cells that had been left to stand for 5
minutes in sugar solutions of different concentrations. The solution inside the three cells initially had the
same concentration as sugar solution 2.

It would
be

reasonable to conclude that

a) the solution inside the cells initially was more concentrated than sugar solution 1.
b) the solution inside the cells initially was more concentrated than sugar solution 3.
c) sugar solution 1 was more concentrated than sugar solution 3.
d) sugar solution 1 was less concentrated than sugar solution 2.

Explain why?

77