Module Lesson Biology

JSS 1

Topic Cell as a living unit

Context of Lesson: this foundational lesson is to introduce students to the concept of cellular
organization. Cells are the basic unit of organization of all living things. A cell can perform all
characteristics of life. These characteristics are; a cell can reproduce itself sexually or asexually, a cell can
adapt to its environment, a cell will respond to external stimuli, maintains homeostasis, and uses
energy. All cells contain DNA that allows them to evolve. In this lesson, you will learn about structures
called organelles that help cells function properly, how cells move substances in and out, and how cells
create and use energy. Students will use knowledge of scientific inquiry to plan and conduct
investigations. Apply Higher Order Skills (HOTS) to solve critical issues in biology

Lesson Topic 1: Cellular Structure and Function (WAEC Course scope and sequence section, A and
JAMB course outline)

Main Goals/Objectives:

Students will be able to:

1. Demonstrate appropriate use of key vocabulary for topic

2. Explain the cell theory

3. Explore how scientists view the cell

4. Distinguish between eukaryotes and prokaryotes

5. Diagram and describe the function of the cell nucleus

6. Describe the functions of the major cell organelles

7. Identify the main functions of the plasma membrane/cell membrane

8. Compare and contrast plant and animal cells

General Alignments to Standards:

WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION (WAEC) and COLLEGE READINESS
STANDARDS (CRS) BENCHMARK

AIMS AND OBJECTIVES

2. Acquisition of adequate laboratory and field skills in order to conduct and evaluate
experiments and projects in biology

3. Acquisition of scientific inquiry skills and technology design in biology

4. Understand the fundamental concepts and principles in biology needed for future advanced
studies in biological sciences

5. Apply knowledge of biological principles in everyday life in matters that affect personal, social,
environment, community health and economic problems

Lesson outline and Activities

Activate prior knowledge by asking students characteristics that are common to all living things

Introduce content vocabulary; students can use Three-Column-Chart to define vocabulary

Cell Cytoplasm Endoplasmic reticulum Nucleolus

Prokaryotes Cytoplasmic organelles Ribosomes Cytoskeleton

Eukaryotes Mitochondria Centrioles Cilia

Nucleus Lysosomes Golgi body Flagela

Cell membrane Chloroplasts Vacuole

Teacher discuss event that led to the cell theory. The contributions of Robert Hooke (1665),
Leeuwenhoek (1674), Schleiden (1838), Schwann (1839), and Virchow (1855)

Students can create a Time-line in any order ( Past to recent discoveries /Recent to past discoveries)

Writing support

Students use websites and books to research latest discoveries about cells. Examples of discoveries
should include stem cells and importance in curing diseases. Present your findings in form of an oral or
written report. Students should cite references in APA format

Possible websites are:ScienceNews etc

Two Main Cell Types

Teachers introduces the two main cell types; Prokaryotes and Eukaryotes, discusses differences and
similarities between these two cell types.
Students should brainstorm examples of both cell types. Engage students by asking them diseases that
are prevalent in their environment, and tell students to name organisms that are responsible for
transmitting disease. Students should classify each organism as Prokaryotic or Eukaryotic.

Laboratory Investigation

Students use microscope to view, draw, and label slides of prokaryotes and eukaryotes. Unicellular and
Multicellular Eukaryotes

Materials

Microscopes, slides of Bacteria, Paramecium, Amoeba, Euglena, Chlamydomonas, Spirogyra, and Volvox

Scientific Inquiry SSS-level

Oil-Breaking Bacteria

Materials from Carolina Biological Supplies, and Wards Science supplies

 4 10-ml test-tubes with caps

 6cm masking tape

 Marker

 Test-tube rack

 5 plastic droppers

 3 10-ml graduated cylinders

 2ml cooking oil different brands (optional)

 2ml 0.02% tetrazolium indicator solution

 2ml each of three types of enzymatic drain cleaner

Skills- observing, hypothesizing, designing experiment, analyzing and concluding

Problem: Which drain cleaner is most effective at breaking down oil

Students conduct inquiry activity

Teacher facilitates lab inquiry activity and post lab discussion

Application of knowledge and principles to environment and society (Problem-based)

Performance Based Assessment (Bioremediation) students will apply their understanding of inquiry to
solve real issues prevalent in environment. For Example, effect of oil spills from petrochemical
companies in Nigeria. Emphasize the use of critical thinking skills by students to generate solutions to
environmental issues.

College Readiness Assessment ACT and SAT aligned.

This lesson can be modified to all grade levels (Primary to Secondary)