Download VCE Biology: Sample teaching plan

VCE Biology Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2021
VCE Biology: Sample teaching plan
Sample Course Outline – VCE Biology Unit 2: How is continuity of life maintained?
Note: This is a sample guide only and indicates one way to present the content from the VCE Biology Study Design over the weeks in each school
term. Teachers are advised to consider their own contexts in developing learning activities: Which local fieldwork sites would support learning in the
topic area? Which local issues lend themselves to debate and investigation? Which experiments can students complete within the resource limitations
of their learning environments?
Week
Area
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Learning activities
Cell cycle (derivation of cells from pre-existing cells; binary fission in
prokaryotic cells; key events in the various stages of the cell cycle in
eukaryotic cells)
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Experiment: mitosis in garlic tissue
Activity: comparison of binary fission and mitosis
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Experiment: asexual reproduction (set up in one class, then regular data
collection over a few weeks)
Experiment: plant tissue culture (for example, students may choose African
violet, carnation, cauliflower or rose)
Simulations: mitosis; meiosis including crossing over and non-disjunction
Comparative table of asexual and sexual reproduction
Asexual and sexual reproduction (nature of a unique genetic
How does identity; types of asexual reproduction; biological advantages and
reproduction disadvantages of asexual reproduction; emerging issues associated
maintain the with cloning; key events in meiosis including crossing over and noncontinuity of disjunction; biological advantage of sexual reproduction)
life?
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Topics
How is
inheritance
explained?
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© VCAA 2016
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Cell growth and differentiation (types and functions of stem cells in
human development; difference between embryonic and adult stem
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cells; consequences of stem cell differentiation; cancer; abnormal
embryonic development)
Genomes, genes, alleles and chromosomes (distinction between
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chromosome, genome, gene, allele; uniqueness of individual genomes
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measured at base pair level; role of genomic research; role of
chromosomes; chromosome variability; autosomes and sex
chromosomes; nature of homologous pairs; gene loci; creation and use
of karyotypes)
Genotypes and phenotypes, pedigree charts, genetic cross
outcomes and genetic decision-making (symbols used in assigning
genotypes; dominant and recessive phenotypes; the influence of
genes, environmental factors and epigenetic factors on phenotype;
polygenic inheritance leading to continuous variation using height or
skin colour in humans as examples)
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Student investigation: set up a web dilemma that includes social, ethical
and economic implications
Media analysis: genomic research
Chromosome analysis: students create karyotypes using provided
chromosomes related to Trisomy 13 (Patau syndrome), Trisomy 18
(Edwards syndrome), Trisomy 21 (Down’s syndrome), genotype 47, XXY
(Klinefelter syndrome) or genotype 45, X (Turner syndrome)
Pedigree analysis and genetic cross exercises
Simulation activity: marshmallow meiosis (baby reebops)
Experiment: Is a ‘sweet tooth’ inherited?
Simulation: ‘toothpick’ fish survival
Bioinformatics activity: researching genetic disorders using BLAST
VCE Biology Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2021
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SAMPLE TEACHING PLAN
Students register an individual research question (development of a research question and determination of aims; purpose of communication and
Investigation target audience; characteristics of effective science communication; investigation methodology, primary and/or secondary sources of information
of an issue including surveys, interviews; undertaking of investigation; analysis and evaluation of data and methods; limitations of conclusions; development of
effective communication)
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© VCAA 2016
Unit revision
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