Part A: Learning Unit: Fluids of Life
#2 Plants and animals transport dissolved nutrients and gases in a fluid medium.
9.2 Maintaining a Balance
Students learn to/Students
Compare the structure of arteries,
capillaries and veins in relation to
their function
Analyse information from
secondary sources to identify the
products extracted from donated
blood and discuss the uses of
these products
Analyse and present information
from secondary sources to report
on progress in the production of
artificial blood and use available
evidence to propose reasons why
such research is needed.
Name: Kamil James 16525694
Skills Learning/Teaching Resources
9.1 Biology Activities
Skills
12.3 a) Teacher led classroom Teacher developed resource:
accessing discussion: Idea board in which students can add misconceptions throughout the unit in which the
information Teacher elicits student students and teacher proactively work together to break these misconceptions and create new
from a range knowledge and presents knowledge for the classroom to be displayed in an open space.
of resources, ideas in a brain storm.
including Students share
popular misconceptions and write on Students access the following sites to assist with: What happens to donated blood?
scientific ideas board.
journals, Australian Red Cross Service Donated Blood
digital Student discuss in pairs the http://www.donateblood.com.au/learn#
technologies differences between arteries,
and the capillaries and veins. Health Direct
internet Students share knowledge https://www.healthdirect.gov.au/blood-donation
with classroom through
13.1 a) discussion. Students work through this site to answer teacher developed questions relating to products
selecting extracted from donated blood. Specific focus on Red (RBC) and White (WBC), Platelets,
and using Student driven research on Plasma and Immunoglobulins.
appropriate donated blood. Gather Questions may include:
media to information using a variety Who can donate blood?
present data of resources. What is the lifespan of donated blood products?
and Why does blood need to be separated into different products?
information. Student centred informal
research task: Teacher develops informal assessment task: The pursuit for liquid gold
Students research using a Students provided with an informal group research task, which will be completed over the
variety of secondary duration of this unit, in the form of a poster. Task to be introduced during class and
resources. Using a variety of scaffolded during this lesson. Students to complete as take home research.
formats present information To assist students, you may provide them with video links or resources.
on artificial blood and The following video is an example and provides ideas related to the need for research on
reasons for ongoing artificial blood.
research. https://www.youtube.com/watch?v=mFXf7T8KFac
Identify the form(s) in which
each of the following is carried in
mammalian blood:
- Carbon Dioxide
- Oxygen
- Water
- Salts
- Lipids
- Nitrogenous waste
- Other Products of
Digestion
Perform a first-hand investigation
using the light microscope and
prepared slides to gather
information to estimate the size
of red and white blood cells and
draw scaled diagrams of each
Outline the need for oxygen in
living cells and explain why
removal of carbon dioxide from
cells is essential
Perform a first-hand investigation
to demonstrate the effect of
11.2 e) Teacher direct teaching. Teacher adapted resource from: https://www.scribd.com/doc/169793377/Maintaining-a-
predict Introduce highway/city Balance-Pracs
possible analogy for circulatory
issues that system. Experiment 1: Red and White Blood Cells:
may arise
during the Students centred first-hand Students conduct an experiment to estimate the size of cells using a light microscope and a
course of an investigation: clear ruler. Students draw to scale diagrams of each cell and answer focus questions.
investigation Estimation of Red and White
and identify Blood Cells size using a light Teacher adapted resource information sourced from:
strategies to microscope. Students
address critique experiment and Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan
these issues process. Education Australia.
if necessary
Teacher led activity. Construct a Table with the following key question:
Students construct a table How are substances carried in our blood (Nutrients, gases and waste)?
and identify substances and Teacher elicits knowledge from students and scaffolds table as knowledge is added to the
their transported forms in classroom discussion.
blood.
Think Pair Share activity:
Student centred discussion as Students discuss the importance of blood and develop their ideas further. Highlighting
think, pair, share. information such as the percentage of water in blood plasma which leads to its ability to carry
various substances around the body.
Teacher facilitated quiz
assessing knowledge. Teacher developed quiz: Kahoot!
This may be modified or changed depending on students needs at teachers discretion. Focus
areas and questions need to relate to this unit for lessons students have experienced so far.
https://play.kahoot.it/#/k/60525b0c-b6d9-468c-85ae-98e4769b4e66
12.2 b) Teacher directed instruction. Simulation Blood Composition:
measuring, Students develop ideas and
observing ask questions. https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=662
and
recording Think Pair Share: This resource is used to link the concepts experienced in previous lessons with the current
results in Student discussion in pairs lesson. The simulation provides students with the ability to test blood composition in various
accessible why it is essential to get rid veins and arteries and display the carbon dioxide and oxygen concentration. This allows
and of waste. students to engage with a concept that would be difficult to physically perform.
recognisable
dissolved carbon dioxide on the
pH of water
Describe the main changes in the
chemical composition of the
blood as it moves around the
body and identify tissues in
which these changes occur
Analyse information from
secondary sources to identify
current technologies that allow
measurement of oxygen
saturation and carbon dioxide
concentrations in blood and
describe and explain the
conditions under which these
technologies are used
Explain the adaptive advantage of
haemoglobin
forms, Students interactive activity.
carrying out Simulation of oxygen and
repeat trials carbon dioxide carried
as throughout the circulatory
appropriate system.
Students perform first-hand
experiment in groups.
Students create a hypothesis
and record observations.
Teacher elicits information
from students through
classroom discussion.
Teacher led presentation on
body tissue and the
interaction with blood.
Teacher connects learning by
linking substances to the site
of changes in the body.
Students construct a table
including chemical
composition of blood and the
tissue where the change
occurs.
Student focused research.
Teacher provides students
with resources to find
information on current
technologies that are used to
measure saturation of
oxygen and carbon dioxide
in blood.
Student driven activity.
Students take notes to assist
in answering teacher
developed worksheet.
Teacher adapted resource: Experiment 2: What effect does carbon dioxide have on water?
Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan
Education Australia.
The experiment is broken up into 2 parts. Part a students test limewater and breaths to test
for carbon dioxide, then with distilled water and pH indicator. Part B is confirming that we
are exhaling carbon dioxide by using calcium carbonate and a diluted hydrochloric acid. This
allows students to deepen their understanding for the essential role our blood plays in the
removal of waste products.
Teacher developed PowerPoint:
The presentation will include information for students to construct a table to describe the
changes in blood composition as they enter tissue around the body. This will include
information about the following: Lung, skin, stomach, liver, small intestine, large intestine,
kidney and endocrine tissue.
Provide students with a list of resource to perform analysis of secondary sources:
The following links are suggestions:
https://medlineplus.gov/ency/article/003855.htm
https://labtestsonline.org/understanding/analytes/blood-gases/tab/test
https://www.thoracic.org/patients/patient-resources/resources/pulse-oximetry.pdf
http://www.starrlifesciences.com/resources/benefits-over-blood-gas
The above links should enable students to research and analyse the different technologies
used to measure gas concentrations in blood. The key technologies found in the above
resource list are the pulse oximeter and arterial blood gas (ABG) analysis.
Video: The adaptive advantage of haemoglobin
https://www.youtube.com/watch?v=wRaGVj4k_LI
This resource uses an analogy to help students understand the concepts involved with
haemoglobin and the way in which oxygen attaches to them. Students will be required to take
notes as they watch and questions will be used to assess their knowledge.
Teacher developed resource worksheet to assist with video.
 Describe current theories about
processes responsible for the
movement of materials through
plants in xylem and phloem
tissue
Choose equipment or resources to
perform a first-hand investigation
to gather first-hand data to draw
transverse and longitudinal
sections of phloem and xylem
tissue.
11.3 a) Student focused video, Video: movement of waters and sugars in plants
Identifying students take notes. Teacher https://www.youtube.com/watch?v=LbpPJJWC3Mk
and/or questions students on video. This video introduces the concept of pressure flow and uses key metalanguage such: active
setting up transport, osmosis, xylem, phloem, companion cell.
the most Teacher direct instruction
appropriate through verbal and pictorial Teacher developed PowerPoint presentation information sourced from:
equipment presentation.
needed to Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan
undertake Student centred Education Australia.
the investigations. Student
investigation constructed experiment to Teacher to modify experiment from:
create labelled diagrams of https://www.scribd.com/doc/169793377/Maintaining-a-Balance-Pracs
Xylem and Phloem tissue
from celery. Students Experiment 3 Xylem and phloem under the microscope
develop and identify Students will cut celery into transverse and longitudinal sections and draw labelled diagram
materials and equipment showing the distinct structures observed.
needed to complete
experiment.

Teacher led activity:

Ideas board to be
deconstructed with students
and dispel any further
misconceptions and assist
with student questions.

Board of Studies. (2013). Biology Stage 6 Syllabus. NSW Government. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl.pdf

Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan Education Australia.
Include completed tutorial activities here:
Week 1 New Knowledge

Prior to this course commencement I was unaware of the explicit links between the stage 5 and 6 syllabi. With this revelation, I had also learned, that
there are many new content points that do not link with previous stages. This knowledge is essential when educating students at various levels.
Knowing your students will allow you to fill in the gaps and search for stage 5 content and see what students may be lacking.

Week 2 Risk Assessment

Chemical or Procedure or Equipment Hazard Precaution taken to Source of information

Microorganism control risks

Diluted 0.2M Hydrochloric Irritant Clean up spills immediately. CLEAPSS

Acid Use diluted and keep supply
near teacher.
Wear protective gear
especially goggles and
gloves.
Glassware (beakers/test Cuts Clean up immediately if My experience
tubes etc.) broken. Inform teacher.

Calcium Carbonate Low Hazard Wear protective gear CLEAPSS

including goggles and
gloves. Ensure small
amounts are used with acids.

Drinking Straws Low Hazard Wear protective gear. My experience

Demonstrate gentle exhale.
Week 3 - Quality Teaching Framework

8.2.2.2.10 - identify the impact of humans in the ecosystem studied.

The above outcome addresses the issues created by human impact however, there should be emphasis on western culture. There are 2 QTF that could
be linked to this syllabus outcome. Cultural knowledge and Inclusivity. This topic should include the indigenous perspective and portray the way in
which land management was used and the ways their society impacted ecosystems and contrast them with the western/colonial perspective. This is not
to make students feel disengaged from the western paradigm but to allow them to expand their thinking and view a different cultural group and their
land management strategies in a positive light.

Week 4 Delivering Explicit Instruction

8.4.1.2.1 - identify the relationship between the conditions on early Earth and the origin of organic molecules.

When lecturing about the above syllabus dot point using varying the intensity of the lecture and utilising positive reinforcement when questioning
students will enhance their overall engagement. By adding humour this may also enhance the appeal of the content. The above dot point refers to the
analysis of the oldest sedimentary rocks, by throwing out some encouraging words such as You rock my world, thanks for your great answer.
Students will get encouragement as well as a short break in the lecture which will allow them to be hooked back into the content thereafter.
Part B: Lesson Plans and Included Resources
Lesson Plan 1 Nutrients and Gases in our Blood

Topic area: Stage of Learner: Syllabus Pages:

9.2.2 Maintaining a Balance 6 41

Safety Considerations: Time: Printing/preparation:

Students to wear appropriate PPE and follow lab safety rules. Ensure 60 Minutes 15 Microscopes and blood smear slides.
bags are kept away from walking areas and electrical devices are kept 30 copies of the experiment guideline.
away from taps. Carry microscopes from the base and use both hands, no Student devices/laptops for quiz.
running during the practical component.

Knowledge Outcomes in Unit Skills Outcomes in Unit

Students Learn To Students

Identify the form(s) in which each of the following is Perform a first-hand investigation using the light microscope and prepared slides to gather information to
carried in mammalian blood: estimate the size of red and white blood cells and draw scaled diagrams of each
- Carbon Dioxide
- Oxygen
- Water
- Salts
- Lipids
- Nitrogenous waste
- Other Products of Digestion

Links Between Lesson Content and Unit Contextual Outline

 Mammals are highly specialised and can transport essential nutrients and gasses through liquid medium. Mammals blood also carries waste products which
are later expelled. Students learn about the forms in which these substances are transported throughout the body which will allow them to build upon their
knowledge for further lessons in this unit.

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 and ideas. Such pedagogy treats knowledge as something that requires active construction and 1.2 Deep understanding 1.5 Metalanguage
requires students to engage in higher-order thinking and to communicate substantively about what they
are learning. 1.3 Problematic knowledge 1.6 Substantive communication

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
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.2 Engagement 2.5 Students self regulation
develops positive relationships between teacher and students and among students.
2.3 High Expectations 2.6 Student direction

Significance 3.1 Background knowledge 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to students. Such
pedagogy draws clear connections with students prior knowledge and identities, with contexts outside 3.2 Cultural knowledge 3.5 Connectedness
of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative

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

Teaching element Indicators of presence in the lesson

Metalanguage The use of key terms such as haemoglobin, nutrients, nitrogenous waste, homeostasis. Key words are used throughout
the lesson to promote use of language appropriate for Biology.
 Actively including different students and promoting a safe learning environment where students can challenge
themselves to contribute.
Social support

Classroom discussions and teacher led explanations which encourage student questions. The lesson has been crafted
with the purpose of linking previous content to future content with relation to nutrients and gases in fluid mediums.
Deep understanding
 Lesson Script

Time Teachers Actions Students Actions Resources (refer to web-link, author and year, or
original handout)

Teacher takes student attendance and greets class. Students respond when their names are called out.

Teacher links previous lesson and asks an introductory

question for students to consider while the roll is taken.
Students develop their response during attendance.
Last lesson we compared components of the circulatory
2 mins
system and how their structure gives each part different
functions. Much like a planned city our circulatory system
provides the roads in which our supplies get delivered. We
also know about the different products in donated blood and
the limit of supply. Our network provides us with CO2 and
oxygen but what else does it provide? Please write down any
answers you have to share.

Teacher to address class: Students share their responses:

3 mins Who would like to share their answers? Nutrients, like sugars and salts.

Randomly pick if no student responds. (Pick names randomly Waste products like urea.
using Roulette App for iOS)
Water.
Teacher to encourage class discussion:
Students may answer with:
Great responses so far class, is there anything that we could
have missed? We are not sure or Fats, vitamins, amino acids.

Depending on the student response further probing questions Students engage in any questions up until
may be needed. discussion end-point.
 When we eat a big greasy burger what nutrients am I getting
other than carbs and lots of sodium?

Hold all of your further questions until after we look at our

red (RBC) and white (WBC) blood cells.

20 mins Teacher introduces student centred experiment task:
Okay class now that we know what our network carries a
whole assortment of goodies, I want everyone to understand
the concept of size in relation to the RBC and WBC.
Whilst these cells do not carry every type of nutrient
throughout the body this will be a great way for you to grasp
how amazing and specialised our bodies.
Perform brief demo for students to start on lowest
magnification. (This is not the students first time using a
microscope) (Allow students who are having difficulties to
draw and estimate the size of RBC and WBC from a pre-set
microscope).
Before anyone asks, you are to be with your usual lab
partners.
As students perform their microscope set-up survey the room
and actively look for students that need assistance. Walk
around and check students are on task and completing
questions.
Students listen to instructions given, watch brief Experiment 1: Red and white blood cells modified from:
demonstration. Read experiment information, https://www.scribd.com/doc/169793377/Maintaining-a-
construct either a table or field of view circles to be Balance-Pracs
drawn to create scale drawings for RBC and WBC
Students form pairs with their lab partners that have
been pre-determined for this term.
Students ask questions relating to their task if
needed.
Students retrieve required materials and ensure they
are following laboratory safety protocol.
Students construct either a table for their drawings
or create circles for field of vision for their
microscopes and create their own scale.
Students pack up their equipment and return to
their desks upon completion.

Ensure students are walking appropriately with the

microscopes, and are not damaging slides.

For students that finish their work early allow them to view
additional slides. For students that require additional support
 include extra visual aids, allow the use of set up microscope
and depending on learner need the inclusion of a scale.
Does anyone have any further questions regarding activity?
Teacher gives explicit instruction:
Looking at the RBC under the microscope really makes me
think. How do all the nutrients get around our body? I know it
does but how does it get transported? Do lipids get
transported in our RBC? Does nitrogenous waste move
20 mins
around in our WBC?
Who remembers the different products our blood gets
separated into?
Great work! We have discussed in our previous lesson the
products of blood and their uses, who can tell me how oxygen
is carried around the body? (If students do not answer give
further options). Hands up if you think it is plasma? Hands
up for RBC?
I want everyone to draw a table like this, 9 lines down with 3
columns. With substance, carried by and form it is carried in
as the 3 columns.
Lets start with the substance column, earlier today we
briefly talked about the different the different substances that
are transported through blood can we get a few volunteers to
place their answers in the substance column.
Teacher to facilitate different students sharing their answer,
the aim is to get various students contributing.
Now moving to our middle column, Carried by this refers
to the medium the substance is transported in. I want people
Students listen to instruction. Teacher adapted resource from:
Students answer questions (responses may vary): Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South
Yarra, Vic.: Macmillan Education Australia.
Our blood carries them.
Students can use the above text to cross reference any
Do lipids get transported by our blood? questions during classroom discussion.
Doesnt urea leave our body when we urinate?
RBC, Plasma and platelets!
Students raise their hand to show their answers.
Students construct table in their books as per
instruction.
Students volunteer to share their answers with the
class. The list will include: oxygen, carbon dioxide,
water, salts, lipids, urea, vitamins, proteins and
hormones.
As the table is filled our students copy this
information into their own.
Students continue to take turns sharing their
answers on the board. Answers may include: RBC,
RBC/plasma, Plasma.
 who have not had a turn to come up write down how each of
our substances are transported. Do not worry if you make a
mistake, I want you to guess and we can talk about it as a
class.
Teacher to assist students to attain the correct answer,
promote a safe learning space to allow students to make
mistakes and learn from them. If students write the incorrect
answer ask them to give you a brief explanation for their
answer, ask if they would like to change their answer or open
the discussion to the class.
Lastly the form it is carried in column, what this refers to is
the way the substance is packaged, now to give you an
example what is specific to the RBC that no other cell has? I
will give you a hint it starts with H__________? (Draw out
the lines for each letter)
Oxygen binds to haemoglobin and becomes
oxyhaemoglobin. Can anyone tell me what form oxygen is
carried in?
Teacher led explanation continues for the following
substances: carbon dioxide, water, salts, lipids, urea,
vitamins, proteins and hormones. Teacher elaborates and
explains each substance stopping for student questions.
Teacher transitions from previous activity and links the table
with human blood and the role
Think Pair Share
4 mins
With our tables being completed what have you noticed
which part of our blood carries the most substances? Why
makes this component of our blood perform this function?
Students answer further questions. They arrive at
the answer of Haemoglobin and oxyhaemoglobin
respectively.
Students table will now include carbonate ions are
carried by RBC and plasma, carbon is also carried
as carbaminohaemoglobin by haemoglobin. Water
travels as H2O, salts as ions, vitamins as ions,
protein as amino acids and hormones which all are
carried by blood plasma. Urea also carried by blood
plasma can also be found as uric acid and
creatinine. Lipids are encapsulated in protein
forming a chylomicron and are transported in blood
and lymph as fatty acids and/or glycerol.
Students follow teacher instructions, sit silently for
30 seconds and write notes if they choose to.
Students discuss the focus question for 1 minute
and share their ideas.
The blood plasma is the product that carries the
most substances, we believe this is due to the
plasma mainly being made of water which is why
 Dont answer me yet I want you to think silently for 30 substances are carried as ions or dissolved in blood
seconds and then discuss with the person next to you. You plasma.
have 1 minute to discuss and I will randomly pick 2 pairs to
share their ideas.

Teacher concludes lesson and sets up Kahoot! Quiz to assess Students access their device and log onto Kahoot! https://play.kahoot.it/#/k/60525b0c-b6d9-468c-85ae-
students. Students answer Quiz and ask questions upon 98e4769b4e66
completion to fill in any gaps of knowledge.
Today we learned how to estimate the size of RBC and
10 Mins
WBC and we identified the forms in which nutrients and
gases are carried throughout our body.

Class please get out your devices/laptops so that you can log
into this Kahoot.

Teacher introduces the topic for the next lesson.

1 min Next lesson we will be looking at the need for oxygen and
why the removal of carbon dioxide is so important, we will be
using a simulation and conducting another practical so please
bring your lab coats and ensure you have your safety goggles.
You may pack up I look forward to seeing you all in our next
lesson.

Reflection

What have I learned about teaching and learning processes when preparing this lesson?

Teaching is trade that will be difficult to master, the detail needed to link curriculum content points to QTF while also making the lesson activities as engaging is no
simple feat. The learning process is ongoing and never stops, every time read over my lesson plan or program I want to adjust and tweak components of the lesson.
The need to keep students engaged is essential I have tried to incorporate various activities throughout lesson and unit to encourage student engagement.

Assessment: How am I measuring/assessing the outcomes of this lesson?

 Learning Outcome Method of measurement/assessment

Identify the form(s) in which each of the following is carried in Kahoot! Quiz is used as a summative assessment this is used to gauge student
mammalian blood: understanding of the unit so far including this lesson.
- Carbon Dioxide
- Oxygen
- Water
- Salts
- Lipids
- Nitrogenous waste
- Other Products of Digestion

Perform a first-hand investigation using the light microscope and prepared
slides to gather information to estimate the size of red and white blood
cells and draw scaled diagrams of each
Teacher and student discussion as formative assessment. Assessing students as
the lesson is carried out. By paying closer attention to students that are not
actively participating this can also be used to hone in and ensure they are
getting a chance to share their ideas and thoughts while being measured against
other students.

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 Standards Evidence within this lesson

2.2 Organise content into an effective Lesson introduction links to previous lesson, the designed lesson has a specific sequence to allow students to stay
learning and teaching sequence engaged throughout. The lesson begins with discussion, leads onto an experiment, discussion, group activity, Kahoot!
Quiz and link to next lesson.

3.3 Use teaching strategies This lesson incorporates direct instruction, peer learning, class-wide discussion, introducing students to new
metalanguage (literacy) and scaffolded discussions.

1.1 Demonstrate knowledge and
understanding of physical, social
and intellectual development and
characteristics of students and how
these may affect learning
By including different teaching strategies and designing the lesson in an engaging format there has been a focus on
understanding the way in which learners may be impacted from their specific characteristics. This is shown by the
emphasis placed on different activities that change the interaction between learners. Some activities require individual
work, some require group, the experiment requires the use of fine motor skills. The inclusion of a light microscope for
students that may have difficulties is another example of this consideration.

References

Australian Institute for Teaching and School Leadership. (2010). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Board of Studies. (2013). Biology Stage 6 Syllabus. NSW Government. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-
syl.pdf

Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan Education Australia.
 Experiment 1- Red and white blood cells
Aim: to estimate the size of red and white blood cells and create a scaled diagram for each cell.

Materials:
Light microscope
Prepared blood smear slide
Clear ruler
Laboratory Personal Protective Equipment (Follow your lab safety)

Safety considerations:
Carry microscopes with both hands from the base.
Make sure cords that are not being used are wrapped up and not left out to avoid tripping hazards.
If any slides break inform teacher and avoid picking up glass with your hands.
Figure 1 Example of image that can
be used as a visual aid.
Method:
Sourced from:
http://www.mhhe.com/biosci/esp/2001_
saladin/folder_structure/tr/m1/s4/
1. Use a clear ruler to measure the field of view(fov) of a microscope with the lowest power objective lens available.

2. Determine the diameter of the fov for the High Power (HP) objective lens.

3. Examine a prepared slide of a human blood smear using HP.

4. Count the number of red blood cells (rbc) that fit across the diameter.

5. Divide the diameter of the fov by the number of rbc that fit to determine the estimate of the average size of the rbc.
 6. Estimate the relative size of a white blood cell (wbc) to a rbc and therefore estimate the size of the wbc.

7. Make a scaled diagram of red and white blood cell

Results:

Discussion questions:

1) From your estimation, how big are red and white blood cells respectively?

2) If you could change anything from this experiment what adaptations would you make to increase your accuracy?

3) What did you notice about red blood cells that you may normally see in other cells?

4) Did your scale work effectively once you cross referenced the actual size? If no what do you believe could have made your answer better?
 Lesson Plan 2 The importance of oxygen and why we need to exhale carbon dioxide

Topic area: Stage of Learner: Syllabus Pages:

Maintaining a Balance 6 41
Safety Considerations: Time: Printing/preparation:
Students must wear PPE during practical 60 minutes 30 Pages of Worksheet 1
component of the lesson. Specific focus on
gloves and goggles with use of chemicals. See 30 Pages of Experiment 2
risk assessment attached to experiment 2 for
Request for materials for experiment.
further details.

Knowledge Outcomes in Unit Skills Outcomes in Unit

Students Learn To Students

Outline the need for oxygen in living cells and explain why Perform a first-hand investigation to demonstrate the effect of dissolved carbon dioxide on the pH of water
removal of carbon dioxide from cells is essential

Links Between Lesson Content and Unit Contextual Outline

Living cells require stable conditions and must maintain these environments to function. The human body is no exception the removal of carbon dioxide
ensures our survival as even slight changes to our internal pH can prove fatal. Students learn about the essential role our blood carries out while also
confirming that carbon dioxide is expelled from our bodies.
 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 and ideas. Such pedagogy treats knowledge as something that 1.2 Deep understanding 1.5 Metalanguage
requires active construction and requires students to engage in higher-order thinking and to
communicate substantively about what they are learning. 1.3 Problematic 1.6 Substantive communication
knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work criteria
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.5 Students self regulation
explicit expectations and develops positive relationships between teacher and students and 2.2 Engagement
among students. 2.6 Student direction
2.3 High Expectations

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students prior knowledge and 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.2 Cultural knowledge
cultural perspective. 3.6 Narrative
3.3 Knowledge
integration
How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

Engagement Different activities have been planned to keep students interest and attention. The lesson begins with an analogy in the form of a game. To
solidify student learning the use of a simulation has been incorporated. The inclusion of the experiment ensures students are taking part in
various purposeful activities.

Deep Focus questions that are asked throughout the lesson ensure students are linking ideas back to context and building relationships between
understanding class activities and the big idea of the unit.

Problematic Students carry out first-hand investigations to identify the impact that carbon dioxide has on the pH of water. This activity requires them
knowledge to also question several steps of the experimental process.
 Lesson Script

Time Teachers Actions Students Actions Resources (refer to web-link, author and year, or original handout)

Teacher led activity: CO2 Overload game and Students follow teacher instruction. Form a
Roll marking. small circle and then fill up the circle until
students bump into each other.
Teacher to have moved desks to provide
5 min
enough space to form a small circle. Students may answer with are you showing
us cell death?
As I mark the role today I want you to form a
circle with your arms outstretched with no Too much carbon dioxide is bad for your
contact, when I say stop the people who are cells.
standing close the circle. (Call out 4 names
and say stop)

These students here (gesture to the area

students are standing), are acting as a red
blood cell, the rest of the people that I call out
are going to enter into the middle of the cell as
carbon dioxide. As soon as anyone touches
another person the cell dies and the game is
over.

Continue to call out students names and

marking attendance. Pause when there are
students touching each other from the cell
becoming full.

Please move the desks back and go to your

seats as I finish marking the roll.
 I see some curious faces around the room,
would anyone like to guess what our brief
game represented?
You are on the right track but I dont want to
give away any answers yet, write down any
questions you have and we can re-visit them
later.
Teacher direct instruction.
Introduces simulation and worksheet.
We are going to read through the worksheet
first silently and any students that have
10 mins
questions please ask. These questions will
directly relate to a simulation we are going to
be using.
Please take out your devices, the following
simulation will allow you 5 minutes. We
should not need more than 5 mins with the
simulation, however, if you would like to
create a free trial account, you may do so
which will give you more time. go to the
following website: see resource simulation.
This simulation will link our previous lessons
with todays focus. Who can tell me what we
have previously learned in this unit.
Teacher led simulation:
Students follow instruction. Silently read Teacher developed resource:
worksheet and ask questions if needed.
Worksheet 1: Blood composition simulation.
Take out their devices and prepare to
access the simulation. Students response to Simulation accessible from the following link:
questions may be:
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=662
We have learned about the different
substances the blood transports.
We have learned about the arteries, veins
and capillaries and the important roles they
carry out relative to their structure.
We have observed RBC and WBC under
the microscope and know the product
obtained from donated blood.
Students answer worksheet and interact
with simulation.
Students share knowledge through
classroom discussion.
 What you will see on your screens is our
network of arteries, veins and capillaries. At
the bottom of the simulation there are 2 boxes
to tick please do so this allows you to view the
labels and shows the blood flow. On the right-
hand side, you will see a syringe and some
numbers showing the composition of
substances. Now everyone needs to pick 1
vein and 1 artery and write down the position
and blood composition.

Teacher continues to assist students through

simulation and directs through questions.

Teacher led discussion: Students listen to question and respond:

The simulation gave me some information Cellular respiration is occurring, all of our
that I considered valuable to share. We know cells need oxygen to function!
8 mins
there is more oxygen in arteries than veins.
But it leads me to a massive question, big Why are there 6 lots of carbon dioxide and
emphasis here. Who is stealing all of our water?
oxygen and why is it so essential for our
bodies?

Amazing! Great answer!

Teacher begins writing out:

C6H12O6 + O2 6CO2 + 6H2O + ATP +

Heat

I want everyone to write this equation down

in their book. You may remember it as aerobic
respiration. We have sugar plus oxygen which
 creates carbon dioxide, water, energy and
heat.
Does anyone have any questions about this?
Teacher can explain balance equations if this
has not already been covered.
Teacher instructs students on experiment 2
25 mins (For students that need additional support the
inclusion of visuals on their hand out may be
necessary. For example, simple image
showing experiment setup.)
We will be conducting an experiment to
assess the effect carbon dioxide has on water.
To do this we need to prove that we exhale
carbon dioxide. The following experiment is
broken into 2 parts please follow the
experiment worksheet and answer the
questions appropriately. If anyone needs any
assistance I will be walking around. To ensure
everyone is following the safety instructions I
may ask individuals what risks may be
involved in todays practical
That is a great question! To allow you all to
complete the practical I will not answer yet but
for those who have completed part A and are
moving on please consider the reason for
repeating this process without exhaling.
Students follow teacher instruction and read Teacher modified resource:
experiment 2 including risk assessment.
Experiment 2: What effect does carbon dioxide have on water? See attached
Students follow experiment method and ask resource below.
questions when needed.
Students can use the following text book to cross reference any required discussion
Students in pairs to complete part A of questions.
experiment 2. Students observe carbon
dioxide turning limewater milky from Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan
exhaling through a straw. Students observe Education Australia.
an increase in acidity into distilled water
with universal indicator when exhaling.
Student asked a question:
How do we know that another substance
from our breath isnt causing the limewater
to go milky or the acidity to increase?
Students complete part B in pairs. Students
observe calcium carbonate and hydrochloric
acid creating bubbles and making limewater
turn milky. Students observe an increase in
acidity when exhaling into distilled water
with universal indicator.
Students complete discussion questions.
 Teacher monitors room and continues to walk
proactively from group to group checking on
student progress.

Teacher facilitates class discussion: Students interact with class discussion.

10 mins Can I see hands raised if you believe carbon Students raise hands for the answer they
dioxide increases the pH of distilled water? think is correct.
What about decreasing the pH, who is unsure?
Thats okay too. Carbon dioxide!

Limewater is used to test for the presence
of? (place hand on ear as if to wait for class
to yell the answer.)
Who knows what the terms reliability and
validity refer to?
In our experiment was there anything that
could be improved or changed to increase
either of these?
Teacher continues to assist student discussion
and work through questions.
After this experiment we know that too much
carbon dioxide turns water acidic. In the
human body, do we have a fluid medium that
transports substances?
Why do we need to get rid of carbon dioxide
from our body? Will there really be any issue
if our blood just keeps the carbon dioxide?
Living organisms need to maintain a stable
environment to function properly this includes
Reliability is getting similar results
repeatedly.
Validity is using the correct tests to obtain
your results.
The amount of each substance only given
as estimations with no clear mL or gram
figure.
There was no control for limewater to be
left without exhaling.
There was no control for the distilled
water.
One quarter as a guideline for filling a test
tube will be different for each person unless
we are aware of the parallax error.
We have our blood!
Isnt our blood full of water as well? Does
that mean our blood can become acidic?
 our internal environment. It is essential for What happens to us if our blood becomes
waste to be removed for our body so that we acidic.
continue to live. Acidification of the blood can
lead to acidosis which is a condition in which
our blood pH drops below a certain point.

Teacher to conclude lesson by linking to next Students listen to final teacher remarks.
lesson.
2 mins Students pack up.
In our next lesson we will learn about
different tissues in the body and how they the Students ask questions if they have any.
chemical composition of blood. We will also
be considering the technologies used to
measure oxygen and carbon dioxide
concentration in our blood. For students who
had further questions hopefully all will be
revealed next lesson.

Does anyone have any questions about todays

lesson?

You may pack up

Reflection

What have I learned about teaching and learning processes when preparing this lesson?

60 minutes for teaching does not equal 60 minutes for planning. Students are all different and this includes the ways in which they learn. To incorporate this
factor, it was necessary to revise the lesson plan several times and change activities. The content from this lesson is directly linked to the unit, with the
purpose of students connecting these relationships for themselves from the big ideas to each dot point.

Assessment: How am I measuring/assessing the outcomes of this lesson?

 Learning Outcome Method of measurement/assessment

Outline the need for oxygen in living cells and explain why Formative assessment in the form of ongoing classroom discussion. Students share their
removal of carbon dioxide from cells is essential knowledge with the classroom during discussion. Teacher can assess student knowledge and
assist where necessary.

Perform a first-hand investigation to demonstrate the effect of Teacher to monitor the class and continue to look at each students work as they are carrying
dissolved carbon dioxide on the pH of water out the experiment. Teacher to continue to assess students through informal discussion and
class-wide discussion.

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 Standards Evidence within this lesson

2.6 Implement teaching strategies for using ICT to expand ICT enhanced the lesson in the form of a simulation. This simulation was chosen to increase
curriculum learning opportunities for students. links between connected content points.
 5.1 Demonstrate understanding of assessment strategies, The use of formative assessment in the form of classroom discussions is the main way for
including informal and formal, diagnostic, formative and the teacher to ensure students are understanding key learning outcomes. The lesson plan
summative approaches to assess student learning. heavily relies on this form of assessment to ensure students are gleaning new metalanguage
and content.

4.2 Demonstrate the capacity to organise classroom This lesson begins with a quick game in which the class takes direct and clear instructions.
activities and provide clear directions. Evidence of classroom activities includes the preparation required for running an
experiment and effective use of ICT tool during the simulation activity.

References

Australian Institute for Teaching and School Leadership. (2010). Australian Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Board of Studies. (2013). Biology Stage 6 Syllabus. NSW Government. Retrieved from
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl.pdf

Jeffery, C., & Ross, Pauline M. (2007). NSW biology. South Yarra, Vic.: Macmillan Education Australia.
Resources Attached

Worksheet 1: Blood composition simulation

Please go to the following link to access the simulation we will be using during todays class:

https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=662

Choose 1 vein and 1 artery and move the syringe to take a blood sample. Record your blood samples composition here (how much oxygen, carbon dioxide
etc):

1. What can you determine from your information?

2. Where do you think, the oxygen is being used?

3. Where does the carbon dioxide leave our body?

4. If our bodies were unable to remove the carbon dioxide what do you believe would happen?
 Experiment 2: What effect does carbon dioxide have on
water?
Aim: To investigate the effect of dissolved carbon dioxide on the pH of water.
Construct your own Hypothesis.

Risk Assessment:

Chemical or Procedure or Equipment Hazard Precaution taken to Source of information

Microorganism control risks

Diluted 0.2M Hydrochloric Irritant Clean up spills immediately. CLEAPSS

Acid Use diluted and keep supply
near teacher.
Wear protective gear
especially goggles and
gloves.
Glassware (beakers/test Cuts Clean up immediately if My experience
tubes etc.) broken. Inform teacher.

Calcium Carbonate Low Hazard Wear protective gear CLEAPSS

including goggles and
gloves. Ensure small
amounts are used with acids.
 Drinking Straws Low Hazard Wear protective gear. My experience
Demonstrate gentle exhale.

Materials:
Calcium Hydroxide (Limewater)
Straws
Distilled water
Hydrochloric acid
Calcium carbonate
Test tubes
Test tube rack
Stopper and glass tube
Universal indicator and pH colour chart
Beaker

Part A: Does exhaling into water change the pH?

Method: Limewater changes from clear to milky in the presence of carbon dioxide.
1. Pour a small amount of limewater into a beaker.
2. Use a clean straw and gently exhale for 10-15 seconds
3. Continue to exhale until there is a change in colour.
4. Record your observations.
5. Pour a small amount of distilled water into a beaker.
6. Drop 2-3 drops of universal indicator in the beaker.
7. Observe the pH using the colour chart and record information
8. Use a clean straw and gently exhale for approximately 1 minute.
9. Observe the pH using the colour chart and record (If no change is observed continue blowing for another minute)
Part B: How can we be sure that the carbon dioxide is the cause of the pH change?

Method: Carbon dioxide is produced by adding hydrochloric acid to calcium carbonate.

1. Set up test tube rack with 4 test tubes.
2. Fill 1 test tube with limewater till it reaches one quarter.
3. Fill 1 test tube with distilled water and 2-3 drops of universal indicator. (record pH)
4. Place a small amount of calcium carbonate 2 separate empty test tubes.
5. Quarter fill 1 test tube that contains the calcium carbonate with hydrochloric acid.
6. Immediately place stopper with glass tube. Position tube into test tube containing limewater.
7. Record your observations. Figure 1- Example of extra image for students who need further
8. Repeat step 4 visual aid
9. Immediately place stopper with glass tube. Position tube into test tube containing distilled water.
10. Record the pH and your observations. Sourced from: https://mind42.com/public/263f8fd7-
acb1-44f1-bc70-7d9dce7d0647

Results:

Conclusion:
Discussion Questions:

What substance does limewater detect?

What effect does carbon dioxide have on the pH of water?

Why do we test the pH before and after the addition of carbon dioxide?

Discuss validity and reliability of this experiment and ways it may be improved.

Why is the removal of carbon dioxide essential for our body?

Part C Justification

Science seeks to develop ideas about our environment, to develop these ideas requires experiences, these experiences challenge our

understanding (Ross, Lakin & Mckenchie, 2015). To be able to teach scientifically we must challenge students ideas, their misconceptions and

their prior knowledge so that they are enabled to form new knowledge and that this process forms an important element in scientific education

(Ross, Lakin & Mckenchie, 2015). The need to challenge students ideas can be seen throughout Part A: Learning Unit (Part A). To challenge

students, we need to know their prior knowledge, the unit begins with eliciting student knowledge. Eliciting student responses which is used

throughout Part A, enables the teacher to facilitate deep learning. This achieved through questioning students and through social interaction in

the form of class-wide discussions (Vygotsky, 1978). The use of first-hand investigations and research tasks in both Part A, and Part B: Lesson

Plans and Included Resources (Part B) enhances students experiences to assist with scientific learning. Practical work has shown to improve

success in the sciences, experiential learning can occur in which students can challenge their own knowledge and build new understanding

(Haslam & Hamilton, 2010). The experiments throughout Part A have been chosen to scaffold student learning using the approach introduced by

Vygotsky (1978) using the Zone of Proximal Development in which tasks become increasingly challenging but not out of student reach. Part A,

consists of 3 experiments. The last experiment requires students to design their own experiment, the use of experimental design in Part A and

Part B has enabled students to learn about the scientific process and challenge their understanding through experience.

Science is a complex subject to teach as we are not always able to personally experience every concept. The use of analogies and simulations can

assist by providing students a conceptual bridge between their prior knowledge and new knowledge (Aubusson, Harrison & Ritchie, pg.144,
2006; Haglund, 2013). Part A includes the use of a simulation that enables students to experience blood substance composition as it moves

around the body. This type of experiment/experience is not readily available for students to complete if a simulation were not available. The

simulation connects the learning from the previous lessons in Part A which involved the circulatory system and future lessons in the unit which

students learn about the changes in blood composition specific to tissue. Part B includes the simulation and the use of analogies to enhance

student learning. The analogy used to describe our veins, arteries and capillaries was compared to highways and roads carrying goods to

different parts of a city. This enables students to understand a concept they have already experienced and apply it to a scientific concept.

Haglund (2013) suggests students should generate analogies in small peer groups through role play or group problem solving to further develop

their scientific understanding.

The constructivist approach to learning is simply that, a theory of learning (Baviskar, Hartle & Whitney 2009). This approach places the teacher

in a facilitating role to assist students to build upon prior knowledge and which challenges students knowledge which may lead to internal

conflict or cognitive dissonance (Garbett, 2011; Baviskar, Hartle, & Whitney, pg. 541-550, 2009). This internal conflict is where students will

go through deep learning generated from their experience. Part A and Part B include this approach to science education in which students

grapple with prior knowledge and are introduced to new content/concepts. More specifically, the ideas board which is an ongoing way for

students to challenge their own knowledge and place misconceptions of their own into a safe space at the start of the unit. This resource will be

used throughout the year as an active way for the teacher and students to build knowledge. Part B also includes social constructivism, by creating

a safe learning environment in which students actively participate in group work, experiments, class-wide discussions and think-pair-shares the
lessons seek to create a learning community (Hng, Meijer, Bulte & Pilot, 2015). Part A and Part B contain group related activities to foster and

deepen the bond between peers, so they support each other and take risks in the classroom with relation to answering questions and learner

efficacy.
 References
Aubusson, P., Harrison, A, G., & Ritchie, S. (2006). Metaphor and analogy in science education (Science & technology education library; v.
30). Dordrecht: Springer. Retrieved from http://west-sydney-
primo.hosted.exlibrisgroup.com/primo_library/libweb/action/dlDisplay.do?vid=UWS-ALMA&docId=UWS-ALMA2169282780001571

Baviskar, S., Hartle, R., & Whitney, T. (2009). Essential Criteria to Characterize Constructivist Teaching: Derived from a review of the literature
and applied to five constructivistteaching method articles. International Journal of Science Education, 31(4), 541-550.
Bell, B., Cowie, Bronwen, & Ebrary, Inc. (2002). Formative assessment and science education (Science & technology education library; v. 12).
London; Dordrecht: Kluwer Academic.
Garbett, D., (2011) Constructivism deconstructed in science teacher education. Australian Journal of Teacher Education (Online), 36(6), 36-49.
Haglund, J. (2013). Collaborative and self-generated analogies in science education. Studies in Science Education, 49(1), 35-68.
DOI: 10.1080/03057267.2013.801119

Hng, N., Meijer, V., Bulte, T., & Pilot, M. (2015). The implementation of a social constructivist approach in primary science education in
Confucian heritage culture: The case of Vietnam. Cultural Studies of Science Education, 10(3), 665-693.

Haslam, C.Y., & Hamilton, R.J. (2010). Investigating the use of integrated instructions to reduce the cognitive load associated with doing
practical work in secondary school science. International Journal of Science Education, 32(13), 1715-1737. Doi
10.1080/09500690903183741

Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers' pedagogical content knowledge (2nd ed.).
Rotterdam, Netherlands: Sense Publishers.

Minner, D.D., Levy, A.J., & Century, J. (2010). Inquiry-based science instruction- What is it and does it matter? Results from a research
synthesis years 1984 to 2002. Journal of research in science teaching, 47(4), 474-496. Doi 10.1002/tea.20347

ONeill, S., Geoghegan, D., & Petersen, S. (2013). Raising the pedagogical bar: Teachers co-construction of explicit teaching. Improving
Schools, 16(2), 148-158. Doi 10.1177/1365480213493709
Ross, K., Lakin, L., McKechnie, J. (2015). Teaching secondary science: Constructing meaning and developing understanding (Fourth ed.).
Retrieved from http://west-sydney-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/dlDisplay.do?vid=UWS-
ALMA&docId=UWS-ALMA51160646920001571

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.