CoRe

=Our CoRe (Content Representation)=

Unit 1 Area of Study 1 - Cells In Action
Cells are the smallest unit of life || **Big Idea 2:** There are two basic types of cells || **Big Idea 3:** All cells arise from other cells || **Big Idea 4:** Cells are self sufficient (Evie - For my CoRe I used this big idea - Cells are like the factories of a living organisms) My CoRe was focussed on Unit 3 Study area 1- Molecules of Life. I will post my CoRe on discussion forum || to learn about this idea ||  || Organisms can be grouped into 5 Kingdoms based on the properties of their cells
 * || **Big Idea 1:**
 * What you intend the students

There are 2 fundamentally distinct types of cells: eukaryotes and prokaryotes

There are common features that are shared by all or most cells. Including: - plasma membrane - cytoplasm and - genetic material

Organelles make up cells

Prokaryotic cells are small, have a 'primitive' nucleus and lack membrane bound organelles. Eukaryotic cells are much larger and more complex and have a membrane - bound nucleus and a cytoplasm that includes a specialised membrane-bound structures called organelles || All cells arise from other cells through replication.

Purpose of cell replication is for growth, development, maintenance and repair.

Cell division is the means by which single-celled organisms reproduce and multicellular organisms grow.

The cell cycle including the 3 phases of interphase, mitosis and cytokinesis.

Prior to dividing cells replicate their DNA.

Students should also understand that cell replication involves the division of the nucleus which results in identical copies of each chromosome being passed to two daughter cells. || Cells take in raw materials, build substances and excrete wastes.

Chemical reactions occur in cells to produce energy and other substances required for the functioning of an organism.

Enzymes found in cells speed up these chemical reactions.

DNA found in cells and proteins produced by cells are key molecules of life ||
 * Why it is important for students to know this ||  || Increased understanding at a cellular level is going to aid student understanding at a higher level and make links with important principles in biology

It will allow students to gain insight into the similarities / differences between organisms which will form the basis for classification techniques currently used || Cell replication is essential to the life of every multicellular organism. || Cells are the basic building block of all organisms. Understanding cells and the way they functions helps us to understand the physiology of plants and animals, disease, heredity and evolution. || (that you do not intend students to know yet) ||  || cellular function / properties of membranes || Binary fission and conjugation of Bacterial cells in terms of replication
 * What else you know about this idea

Regulation of cell replication

Meiosis and meiotic division of cells || As this is year 12 – the level of knowledge to be taught is high including complex processes like photosynthesis, cellular respiration, ATP- ADP cycle. As a beginning teacher I will be using most of my knowledge on this area || this idea ||  || Models / drawing and diagrams of cells are idealized representations and that in reality the size of a cell and its contents are extremely small
 * Difficulties / limitations connected with teaching

Students' misinterpreting diagrams which can cause the development of alternative conceptions

Explaining and providing (in detail) the outlay of a cell can take quite a long time to develop

Trouble with students making connections at the cellular level. May be overcome through microscopy - but is still limited

Student engagement with something they cannot see || Students find it very hard to grasp the concept that all living things are made up of cells.

Students can become quite confused with the terms mitotic and meiotic or mitosis and meiosis.

Students also find it difficult to understand the cell cycle particularly when visualising this process on paper. || Complex processes resulting from chemical reactions in cells eg ATP-ADP cycle are sometime difficult for students to grasp if they do not have a good foundation in chemistry. It is sometimes hard for students to grasp the concepts as they cannot see or experience the processes happening inside cells in real life – the ideas are very theoretical. ||
 * Other factors that influence your teaching this idea ||  || Students don't often have prior understanding and experience dealing at a cellular level

Students tend to grasp the idea of cells and cellular function after being introduced to the topic over a number of lessons and after they have been given insight into the different functions ||  ||   || using these to engage with this idea) ||  || Microscopy - prac based work. Including slide preparation techniques using cork / onion cells- which leads into exploration, clarity on size of cells, magnification techniques and greater understanding
 * Teaching procedures (and particular reasons for

Compare / contrast: have students collaborate and compare slides then discuss

Groupwork - which encourages open discussion and builds collaborative relationships.

Comparing textbook diagrams to workbook diagrams will also create room for discussing the 'idealized' textbook description and how it can be misleading in real life situations

Concept maps - allows students to make links between cells. Encourages a deeper understanding || Due to the complex nature of this topic it is necessary to approach the teaching and learning with varying approaches.

Visual teaching aids can enhance the learning of this topic.

Microscope slides can offer students a visual and hands on look at cell division in real life. It helps students to understand difficult concepts if they can see what they are learning about.

A modelling activity where students can model cell division can also help students to visualise cell division and the processes that are involved in it. || A lot of visual methods to help students map out complex chemical processes and link them to cell structures (organelles). Drawings, animations, models, practical exercises linked to formulas etc will assist with learning about these complex processes. || or confusion around this idea (include likely range of responses) ||  || Close examination of participation, discussion and input surrounding set tasks. E.g. active involvement in group discussion and concept map making
 * Specific ways of ascertaining students' understanding

Group work

Asking open ended questions and encouraging an inclusive not exclusive aura in the classroom

Informal and formal testing || Concept maps are fantastic as a tool to identify students’ prior understandings and confusion surrounding the topic of cell division.

This type of assessment is best done in groups or as a class discussion. || Ongoing revision with a variety of methods – eg quizzes, mini tests, workbook questions, homework sheets, open questions sessions, one on one tutorials if required. ||