Download Tomorrow you will be substitute teaching in a 10th grade biology class

Subject
Biology
Key question of the lesson:
What’s happening inside a cell?
No. of students
36
Form
3
Topic
Cellular Organization
Student characteristics:
Learning Objectives/ Intended Learning Outcomes:
Rather passive listeners.
Intelligent students.
Exam-oriented.
Knowledge (Cognitive)
1. To identify cell organelles in both animal cells and plant cells.
2. To differentiate between animal cells and plant cells by size of
vacuole and presence of cell walls.
3. To explain the absence of chloroplasts is not a sufficient reason to
classify a cell to be an animal cell.
Skills (Psychomotor)
4. To build a cell model using the felt model.
5. To judge if a cell model built by their classmates are correct.
Values and attitude (Affective)
6. To appreciate the complexity of cells.
Topic taught last lesson:
Cell Theory and Level of Organization
Students’ relevant prior knowledge:
Difference between simple and complex food substances, simple photosynthesis, chlorophyll,
respiration, basic differences between plant cells and animal cells.
Set/Introduction ( 10 minutes)
Video clip: Story Inside the Cell
Development
Time
(mins)
10 min
15 min
Teacher Activities
(What teacher does)
[including guiding questions]
1. Revisit the previous
lessons
2. Video clips
3. Discussion
(e.g. What is your most
memorable moment?)
1. Distribute sets of cell
models with missing
organelles, labels and
worksheets
2. Take photos of the
products using
Smartphones.
3. Showing the photos on
projectors using Instagram
#3A byocmodel.
Students Activities
(What students do)
Answer Questions
Raise Questions
Remarks
(e.g. AV aids, physical
setting)
AV aids
Powerpoint
Obj.
achieved
6
1 whiteboard per group
1. Constructing cell
models using what
they learnt from the
video.
2. Label the organelles.
3. Find out the missing
organelles
4. Completing the
worksheet.
Build Your Own Cell
(BYOC) worksheet
Felt-made cell model
1 Smartphone per group
AV aids
Internet connection
1
4, 6
10 min
Discussion amongst students
on how their classmates’ cell
structures.
1. Discuss amongst
AV aids,
groups
Numbered notecards
2. Jot down comments
(8x9 sets)
towards the groups
3. Collection of
Guiding Qs:
1. What kind of cells is this?
notecards to the
2. Why?
respective groups.
1,2,3,5
3. What is missing from the
4. Amendment of the
cell?
cell models and
4. As we learnt last lesson,
explain their rational
cells are basic units of life.
behind the
Do you think there could
amendment.
be cells living without that
organelle?
Conclusion ( 5 minutes)
The difference between animal cells and plant cells by observing the organelles.
The presence of certain organelles is dependent on the function and role of that particular cell type.
Follow-up work/Assignment:
Worksheet checking on their understanding on the lesson.
Preparing a table to summarize the difference in cell structure between animal cells and plant cells.
Instructional strategies demonstrated in the video:
1. Storytelling combined with animation to illustrate different cellular processes.
2. Making use of daily life examples as analogs.
3. Infusing ‘Whatsapp’ emoji with the function or structure organelles.
4. Uploading the products students made onto social media (Instagram).
5. Building on prior knowledge.
Advantages of using this method over the traditional method:
When I was a student, I remembered my teacher taught this topic by asking us to label a 2-D diagram of a
cell, showing us a plastic 3-D cell model and various microscopic diagrams. However, I did not find the
topic interesting, and ended up memorizing the paragraphs and functions of the organelles to deal with the
assessments, without knowing the reasons behind.
Using a storytelling way, aided with animation, makes the information to be easier to process for students.
Moreover, using daily life examples and emoji icons as analogs creates memorable moments for them, too.
They will for sure remember the location of nucleus in plant cells is at the sides as the vacuole was too big
that it pushed the nucleus sideways.
Uploading the products to social media also encourages them to review things they learnt in the lesson, and
they could find the related posts easily using the hashtag functions.
Last but not least, the video breaks the boundary of learning. With advanced technology and apps, student
could review the videos anytime, anywhere. Not only fostering their self-regulatory learning ability, they
could explore the Internet for similar videos and could even be inspired to make videos as such by
themselves.
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There could be many other topics that such method could be used in the learning of science. Science is so
much fun that I truly hoped that students could find science interesting through their passionate teachers.
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