Year

VCE Unit:
Unit 3: Signatures of Life
Level:
Biology
12
Semester 1, Term 1 (8 weeks-3 classes p/w)
Area of Study 1:
Molecules of Life

Resource text: Nelson Biology Units 3

& 4 for the Australian Curriculum

Lesson
Weeks
Planned
Spent on
Focus
Area

Chapter 1: Plasma Membranes

Chapter 2: Form Biological Information to
Biological Function
Chapter 3: Structure and Regulation of
Biochemical Pathways
Topic/Key Focus Areas
Activities/Assessment

The
nature
and
importance of bio
macromolecules
in
the chemistry of the
cell:
2.1- Proteins
2.2-Nucleic Acids

Synthesis
of
bio
macromolecules
Lipids and their sub-units
Examples of polysaccharides
and their glucose monomer

Mind Map- Prior knowledge shown

through
mind
map
on
macromolecules also enables to see
misconception within the lesson.
Proteins
and
Nucleic
Acids
Activity- Students will test a variety
of food samples for the presence of
lipids, proteins, simple and complex
carbohydrates.
Prerequisites for students:
Students should have learned about
the 4 classes of biological (organic)
macromolecules and be familiar with
basic terminology.
Learning
goals/objectives
for
students:
-name
the
four
biological
macromolecules and their building
blocks
-test food samples for the presence of
lipids, proteins, and simple and
complex sugars
Worksheet for Proteins/Nucleic
Acids
activityConnects
with
activity- Worksheet 2.1 & 2.2
Formative Assessment tasks:
- Student Directed Questions
- Prior Learning- Mind Map

2.3Information
Triplet Code

Transmitting
Through
a

2
- Structure and function of
DNA and RNA
The nature of the proteome,
functional
diversity
and
structure of proteins

4-5

The structure and

function
of
the
plasma
membrane
and the movement of
substances across it:
1.1- The
Plasma
Membrane
1.2- Movement
Through
the
Membrane
1.3- Organelles
in
Action

The fluid-mosaic model

The packaging, transport,
import and export of bio
macromolecules

The
role
played
by
organelles
The
nature
of
biochemical
processes
within

Proteins/Nucleic
Acids
question
worksheet
- Feedback form (Students able to
demonstrate
understanding
from
lesson)
- Homework questions: 2.1- 1-6, 2.2- 13
DNA/RNA MIT Edgerton CentreThe MIT molecular models are
designed to teach cell processes in
addition
to
molecular
structure. Students to engage in
discussion
about
models
and
understanding.
Mind Map- Prior knowledge shown
through mind map on DNA/RNA also
enables to see misconception within
the lesson.
Formative Assessment tasks:
- Student Directed Questions
- Prior Learning- Mind Map
Proteins/Nucleic
Acids
Activity/Discussion
- Feedback form (Students able to
demonstrate
understanding
from
lesson)
Homework questions: 2.1- 1-6, 2.2- 13
Practical
Report:
Plasma
Membrane- Contribution of 3 reports
toward weighted 50% SAC outcome
for the Unit. Practical component
allows students to explore their
understanding using their skills and
knowledge
within
an
everyday
setting.
Formative Assessment tasks:
- Student Directed Questions
- Practical Report
- Feedback form (Students able to
demonstrate
understanding
from
lesson)
Homework questions: 1.1- 1,3-7, 1.22,4, 1.3- 9-11

Practical
report:
Cellular
Respiration- Contribution of 3
reports toward weighted 50% SAC

cells:
3.1Cellular
Metabolism
3.2- Cycling Energy
in the Biosphere
3.4Cellular
Respiration

Catabolic and anabolic

reactions
The role of enzymes
The role of ATP and ADP in
energy transformation
3.3Generating
Chemical
Energy:
Photosynthesis
Requirements
for
photosynthesis
Differences between CAM,
C3 and C4 plants
Requirements for aerobic
and
anaerobic
cellular
respiration

outcome for the Unit. Practical

component allows students to explore
their understanding using their skills
and knowledge within an everyday
setting.
Formative Assessment tasks:
- Student Directed Questions
- Practical Report
- Feedback form (Students able to
demonstrate
understanding
from
lesson)
Homework questions: 3.1- 1,2, 3.2- 18,11, 3.4- 3-5

Practical Report: PhotosynthesisContribution of 3 reports toward

weighted 50% SAC outcome for the
Unit. Practical component allows
students
to
explore
their
understanding using their skills and
knowledge
within
an
everyday
setting.
Formative Assessment tasks:
- Student Directed Questions
- Practical Report
- Feedback form (Students able to
demonstrate
understanding
from
lesson)
- Homework questions: 3.3- (2,4,8)

(6-8) SAC Assessment Task: 3 x Practical Reports (Cellular respiration/photosynthesis,

Enzyme Action, movement across membranes). This SAC assessment task is work a total
of 50% contribution to the total 100%-unit weighting mark, (Biology Victorian Certificate of
Education Study Design, 2016).

Area of Study 2:
Detecting and
responding

Resource text: Nelson Biology Units 3

& 4 for the Australian Curriculum

Chapter 4: Cellular Signals and apoptosis

Chapter 5: Strategies and defence against
pathogens

Semester 2, Term 2 (12 weeks-3 classes p/w)

Lesson
Weeks
Planned
Spent on

Topic/Key Focus Areas

Activities/Assessment

Focus
Area
1

Coordination
regulation
at
cellular level:

and
the

4.4- Modelling the

cellular reaction: the
stimulus-response
model
- Nature of the stimulusresponse model
- The roles of the nerve
pathway
- Chemical signal transmission
of information from receptor
to effector

2-4

4.2- Communication
through
chemical
signals
Types of signalling molecules:
- Neurotransmitters
- Animal hormones
- Pheromones
- Plant growth regulators
4.3- Communication
Through Electrical
signals
4.5- When
cell
communication
goes wrong
- How information received by
a cells receptor
-Cellular responses
4.6-

Cell Death: an

Mind Map- Prior knowledge shown

through
mind
map
on
stimulus/response also enables to see
misconception within the lesson.
Stimuli Response Activity- In pairs
students will complete a number of
stimuli response tasks. This will allow
students to relate information on the
CNS and PNS to their own body
function and daily activities. Key idea:
A receptor converts a stimulus into a
nerve impulse, which is transmitted
by a sensory neuron to the CNS
(spinal cord), (Biology Victorian
Certificate of Education Study Design,
2016).
Worksheet for Stimuli/response
activity- Connects with activityWorksheet 4.4
Formative Assessment tasks:
- Student Directed Questions
- Prior Learning- Mind Map
- Stimuli/response question worksheet
- Feedback form (Students able to
demonstrate
understanding
from
lesson)
- Homework questions: 4.4- 1-6
Cell Signalling Task- 3D learning
centre:
https://www.dnalc.org/resources/3d/cel
lsignals.html
Students to go through the live DNA
Learning centre and watch the 3D movie on
cell signalling which relates to their daily
lives. Also to complete the sheets that goes
with the task.
Apoptosis Practical Report- Students to
undertake Practical Lab on Apoptosis.

Formative Assessment tasks:

- Student Directed Questions
- Cell signalling task (collection
work)
- Homework Questions
- Practical Report
4.2 (1-3)

of

important
outcome
of signalling

5-6

-Apoptosis
(regulated
cell
death)
The
role
of
the
human
immune
system in detecting
and responding to
antigens:
5.1-Pathogens
-Antigens and their sources:
self and non-self
-Cellular pathogens and noncellular agents (viruses and
prions)
5.2Preventing
Entry:
Keeping
pathogens out & 5.6Plant
defence
strategies

-Physical
and
chemical
barriers in plants and animals
(including humans)
5.3The
Immune
System
-Structure and role of the
lymphatic system in the
innate and adaptive immune
response

4.3 (5)
4.6 (3-5)
Feedback form

Whats Living in My Mouth? PracticalMaterials:

1 square of paraffin wax
1 sterile tube for saliva collection
1 Agar plate
2 cotton sterile swabs
1 wax pencil
1 article Bacteria: Friend or Foe?
Students are able to swab for bacteria and
allow to grow, introduction into pathogens
and barriers.
Formative Assessment tasks:
- Student Directed Questions
- Feedback From
- Homework Questions
5.1 (1-4)
5.2(6-8)

Immune Response Task- Students to

explore and recreate an innate or adaptive
immune response. They can research this
by many means (research- apps, library,
google etc..) and construct a 3D model/or
creative representation demonstrate their
understanding of the structure and role of
the lymphatic system.
Formative Assessment tasks:
- Student Directed Questions
- 3D construction
- Feedback Form
- Homework Questions -5.3 (2-7)

8-10

5.4- Host immune

responses
to
the
presence of invaders
-Characteristics and roles in
the
innate
(non-specific)
immune response
-Characteristics
and
components of the adaptive
immune response
-Disorders of the human
immune response
-Acquired immunity through
natural and passive strategies,
(Vcaa.vic.edu.au, 2016)

Investigation: Autoimmune diseasesStudents are to pick an autoimmune

disease that interests them and research
some key points:
- The disorder (What it is)
- The immune response (what occurs
on a molecular level)
Give 5-7-minute presentation to the class on
the following 2 points.
Debate: To vaccinate or not?

Formative Assessment tasks:

- Student Directed Questions
- Debate
- Oral presentation
- Feedback Form
- Homework Questions 5.4- (2,4,6,8)
(10-12) SAC 1: 1 X report (Chemical or Physical signal). This SAC assessment task is work
a total of 25% contribution to the total 100%-unit weighting mark, (Biology Victorian
Certificate of Education Study Design, 2016).
(2-4) Summative Task-SAC Assessment Task 1: A response to an issue or an aspect
related to the immune response using any one or a combination of the following:
Oral presentation
This SAC assessment task is work a total of 25% contribution to the total 100%-unit
weighting mark, (Biology Victorian Certificate of Education Study Design, 2016).