Secondary Curriculum 2A - Biology

Emily Hodge
17479921

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 Part A

Video Presentation Link: https://youtu.be/pKpxxLz_ZIc

Lecture Activities

Week 6 Lecture Activity

An example of Pedagogical Content Knowledge can be found in module 6 under the Inquiry Question ‘Does
artificial manipulation of DNA have the potential to change populations forever?’. It is important for a
teacher to completely understand the processes and technologies behind genetic cloning to avoid
misconceptions and aid student learning. A common misconception among students is that by cloning an
organism we are making carbon copies of that organism. It is important for science teachers to be able to
explain the varies types of cloning (whole organism and gene cloning) and how that cloning takes place.
Pedagogically, teachers must have an ability to recognise student misconceptions and develop teaching
strategies to further explain the processes behind cloning so that these misconceptions are dispelled. If
students are misinterpreting your explanation of genetic cloning or making inferences about cloning creating
carbon copies of an organism, it is critical to develop alternate methods of teaching. A way to achieve this is
by relating certain concepts personally to a student and explain that cloning is genotypic not phenotypic. By
using personal examples, i.e. freckles, explain that if one of your students were to be cloned, the clone may
not look the same as you or have the same freckles, hair colour etc, but will be the same on a genetic level.
Another way to teach a complex concept such as this is the use of simulations. The University of Utah have
created a simulation to mimic mouse cloning. This gives students a greater understanding of the concept of
cloning.

http://learn.genetics.utah.edu/content/cloning/clickandclone/

Week 7 Lecture Activity

1) Describe one finding from the study that resonated with you.

The section regarding appropriate note taking resonated with me. The distinction between ‘note-taking’,
being the act of students merely copying the teachers’ notes or words, compared to the act of ‘note-making’,
being the act of students creating meaningful notes based on deep understanding in an important concept.
Most teachers in this study indicated that ‘note taking’ was not a valuable use of class time. Note making
allows student to find the solutions or deeply understand content opposed to simply copying it down without
understanding it.

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2) How can that finding inform the way you approach the teaching of your specific subject's HSC course
(biology, chemistry, physics)?

I think this can greatly impact the way I teach as Biology can be a very content heavy subject in which
students find it easier to simply copy what a teacher is saying or writing rather than deeply understanding the
content. I will aim to ensure students actively participate in class and are able to draw their own conclusions
rather than simply providing them with written or dictated information.

Response to Clara Dziedziczak:

This really resonated with me also, I think it is highly important to build strong relationships with students to
promote trust and inclusiveness. Creating a positive environment can also promote student engagement and
interaction within lessons and build respect.

Week 8 Lecture Activity

Type of Recourse: Youtube Video

Name of Resource: Evolution: It's a Thing - Crash Course Biology #20

URL: https://www.youtube.com/watch?v=P3GagfbA2vo

Resource Description: this video is an interesting and engaging resource in teaching the concepts of
evolution and how life has evolved. this can be used as an introduction to evolution and natural selection.
this video also discusses Darwin’s findings and theories and how the theory of evolution has changed over
the years

Brief Lesson Description: this resource can be used as an introduction to the topic of evolution. this
resource can be played during the initial lesson on the topic to help build a foundation of knowledge on the
topic. this provides students with a simple to understanding introduction

HSC Biology module: module 3: Biological Diversity

Content Dot Points: - explain biological diversity in terms of the Theory of Evolution by Natural Selection
by examining the changes in and diversification of life since it first appeared on the Earth (ACSBL088)

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 Part B

Scaffold

Prior to the introduction of this assessment task, students will cover the first two content points under
module 7, ‘How are diseases transmitted?’ and ‘How does the human immune system respond to exposure
to a pathogen?’. Students will have an in depth understanding of how diseases are transmitted (direct
contact, vector transmission, indirect contact) and will have a thorough understanding of key terms and
definitions (pathogens, microbes, vector).

Students will also have discussed limiting local, regional and global spread prior to this task and will have
been introduced to some common infectious diseases. One of the diseases students will have focused
strongly upon is the Influenza Virus. Students will have a preliminary understanding of hygiene practices
and vaccinations and are required to further this knowledge through specific research. Students will also
have covered several other infectious diseases in class that they can chose from to complete the comparison
in their assignment. Students will have previously discussed the difference between antiviral, anti-fungal and
antibiotic and have an in depth understanding of the difference between these key terms.

Prior to receiving this assessment task students would undertake lessons introducing them to the program
Weebly which they will use to construct their informative website. Students are to be shown the basic
elements of website design using this program and are encouraged to further explore the program at home.

Assessment Task Notification: See page 6

Marking Rubric: See page 7

Sample

Students completing this assignment are expected to design a minimum of four pages. Page one is required
to present the name of the newly discovered fictional strain of the Influenza virus. This can be up to the
student’s discretion. They will then describe the influenza virus including the transmission, symptoms, how
the hosts immune system reacts to the virus and treatment options. Students are asked to compare the
Influenza virus and their new strain to another named infectious disease of their choice and describe the
differences. This section should at a minimum, state the disease they have chosen, the transmission of the
disease, its symptoms, treatment options and how these are similar to the influenza virus/new strain.

Page two requires students to at a minimum state the differences between antiviral and antibiotic
medications and decide on the appropriate medication for this disease. Students should then discuss their

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reasoning for this decision. On this page, students should also present a graph or table depicting statistical
data detailing the top 5 most common areas/places in which viral diseases may be caught.

The third page requires students to present ideas on how the public can reduce the risk of transmission. In
this section, they should discuss hygiene practices and vaccinations. At a minimum, students should discuss
what is meant by the term hygiene practices and the definition of a vaccination. They should also give
directions for the public on how to obtain vaccinations.

On page four students are asked to list the sources they have used in obtaining their information and data.
This should be done in Harvard referencing style and a minimum of 6 references are to be used. All
information should be obtained from reliable and valid sources (not Wikipedia). The website should then be
published and made public. Once the website is complete students should designate one group member to
email the link to the website to the class teacher by the due date. All group member names should be
included in this email.

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 HSC BIOLOGY STAGE 6 ASSESSMENT TASK 2 NOTIFICATION

School Student Name:

Task Title:
Nature of Task:
John Smith
Designing an Informative Website
Group Research /Project Based Learning
Content/ Module: Infectious Disease

Logo Weighting:
Date Notification Issued:
Date Assessment Task 2 will be due:
30%
26/4/17
10/5/17; Week 3, Term 2 2017

Task Description:
In this assessment task students are required to design a website using the program ‘Weebly’.
Students are to imagine they work in research groups (3-4 members) with the Centre of Disease Control. Recently
you and your colleagues have become aware of a new and more potent strain of the Influenza Virus. This virus
spreads quickly and, if not treated, may lead to serious complications. You and your colleagues have been asked to
design a website dedicated to warning the public of this serious virus. Your website must include:
Page 1:
- Name of the new Virus (feel free to name this virus however you choose)
- Description of the Influenza Virus (use your own knowledge and conduct research to describe the
transmission, symptoms, immune response in hosts and treatment options)
- Description of this new strain and how it differs from the previous Influenza strains. Compare the new strain
to symptoms in 1 other infectious disease and the Influenza Virus.
Page 2:
- Discuss the use of antiviral medication and why antibiotics are not effective with this disease (include what
antiviral medications are, what they do and the difference between antiviral and antibiotic).
- Using statistics and quantitative data, identify the top 5 most common method of disease transmission
(include at least 1 graph or table)
Page 3:
- Discuss how the public can prevent/reduce the transmission of this disease (discuss hygiene practices,
vaccinations, where the public can obtain the vaccine and appropriate directions to this place).
Page 4:
- References (reference all sites used in the research of this topic using Harvard style referencing; minimum
of 6 references needed). References should be reliable and valid (not Wikipedia).
The link to your website is to be emailed to your class teacher by the due date mentioned above. Only 1 student
is required to email this link however please include the full names of all group participants.

Stage 6 Biology Outcomes Assessed

 Analyses infectious disease in terms of cause, transmission, management and the organism’s
response, including the human immune system BIO12-14
 Selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media BIO11/12-4
 Communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
----------------------------------------------------------------------------------------------------------------------------------------------------------

Student to complete and glue into books: ASSESSMENT TASK 2 NOTIFICATION

TASK TITLE: DESIGNING AN INFORMATIVE WEBSITE WEIGHTING: 30%
CONTENT: INFECTIOUS DISEASE DUE DATE: 10/5/17
Student Name: John Smith
Teacher Name: Emily Hodge
Date Submitted: 10/5/17
Student Signature: I agree that all works submitted are original and my own ___________________________

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MARKING RUBRIC ASSESSMENT 2
Criteria
Extensively analyses and
demonstrates scientific
understanding of the concepts
of cause and transmission,
specifically related to the
Influenza virus.
Uses appropriate and scientific
language for the target
audience.
Evaluates and identifies
appropriate medicinal
management (antivirals vs.
antibiotics) and gives logical
reasoning for the decision
between the two in this
scenario.
Succinctly analyses and
compares the host response,
symptoms and immune
response of the influenza virus
and other named diseases with
the fictional virus
Student Name: John Smith______ Final Mark _____/ 30%
Outstanding High Sound Limited Basic
Demonstrates Demonstrates thorough Demonstrates a clear Demonstrates basic Demonstrates basic or
extensive knowledge understanding of cause understanding of the understanding of the no understanding of
of cause and and transmission with concepts of both cause and concepts of cause and/or cause or transmission.
transmission and some analysis and transmission and indicates transmission, with mention Does not specify the
effectively analyses specifies both in relation the cause and transmission of the Influenza Virus. influenza virus.
both cause and to the Influenza Virus. of the influenza virus. Language is non-
transmission in specific scientific and
relation to the inappropriate for the
Influenza Virus. target audience.
Demonstrates Demonstrates a Demonstrates a general Demonstrates language Language is non-
extensive, precise and thorough understanding understanding of scientific moderately suitable for the scientific and
consistently uses of scientific language language and uses some target audience but uses inappropriate for the
scientific language that and frequently uses language that is appropriate some scientific terms target audience.
is clear and appropriate language appropriate for for the target audience. incorrectly.
for the target audience. the target audience.
Extensively evaluates Demonstrates thorough Demonstrates clear Limited understanding of Demonstrates limited
the difference between knowledge of antibiotics understanding of both medicinal management. understanding of
antiviral and antibiotic and antiviral antibiotics and antiviral Demonstrates fundamental medicinal management
medication and medications. Draws medication. Provides understanding of antibiotic and shows little or no
provides a logical and logical conclusions and succinct and sound OR antivirals. Provides understanding of the
succinct reason for the provides effective reasoning for the decision illogical or basic reasoning. difference between
use of antivirals over reasoning for the use of of antiviral medication over antiviral and antibiotic.
antibiotics in this antiviral medication antibiotics in this scenario. Provides little or no
scenario. over antibiotics in this reasoning.
scenario.
Demonstrates deep Demonstrates thorough Demonstrates sounds Limited understanding of Elementary
understanding of host knowledge of host and understanding of host and the host response and understanding of host
and immune response. immune response to immune system responses. symptoms of the influenza responses and little or
Succinctly and disease. Effectively Briefly discusses the virus with little discussion no contrast between
logically compares the communicates the symptoms and host of immune response. Basic other named infectious
response of the difference between the response to the influenza comparison between the diseases.
Influenza Virus to 1 host and immune virus and compares this to influenza virus and the
other named disease response to the influenza the fictional disease and 1 fictional infectious disease,
virus, 1 other named other named virus. though little to no
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 and the fictional virus and the fictional discussion of 1 other named
disease disease. disease.
Extensively discusses hygiene Extensively discusses Demonstrates a Demonstrates a sound Basic understanding of Limited or no
management practices and hygiene practices, thorough understanding understanding of both either hygiene practices, understanding of
vaccination options and vaccinations and of effective hygiene appropriate hygiene vaccinations OR quarantine hygiene practices or
quarantine procedures including provides in depth practices, vaccinations practices, vaccinations and procedures. Provides little vaccinations. Provides
where vaccines can be obtained definitions of these and provides thorough provides clear definitions of or no explanation on where no explanation of where
by the public and directions. terms. Effectively definitions of these these terms. Provides clear the public can obtain the vaccinations can be
discusses how the terms. Provides effective explanation on how the appropriate vaccination. obtained by the public.
public can limit the explanation of how the public can obtain the
spread of disease public can obtain the appropriate vaccination.
through these manners vaccination.
and provides explicit
instruction on where
the public can obtain
this information.
Evaluates appropriate Extensively evaluates Provides thorough Provides quantitative data Provides research which Provides qualitative or
quantitative data to identify the quantitative data quantitative data depicting the top 2-3 most qualitatively explains the no data to demonstrate
top 5 most common methods of depicting the top 5 depicting the top 5 most common methods of common disease common methods of
disease transmission AND methods of common methods of transmission and includes a transmission methods disease transmission and
include this data in the form of a transmission, includes, transmission and graph/table which however provides no includes graph/table
table or graph and refers to in the includes a graph/table effectively communicates quantitative data research with basic or no
evaluation, a which effectively these findings. with no graph/table quantitative data.
graph/table that communicates these inclusion.
succinctly findings.
communicates these
findings.
Uses a variety of appropriate Uses 6 reliable Uses 4-5 reliable Uses 3-4 reliable referenced Uses 1-2 reliable referenced Uses no referenced
references, including at least 6 referenced articles in referenced articles in the articles in the production of articles in the production of articles in the production
reliable sources, and Harvard the production of this production of this this website and this website and of the website and
referencing. website and website and demonstrates clear demonstrates basic shows limited to no
Demonstrates appropriate use of demonstrates extensive demonstrates thorough understanding of Harvard understanding of Harvard understanding of
spelling and grammar understanding of understanding of referencing. Demonstrates references. Demonstrates Harvard referencing.
throughout Harvard referencing. Harvard referencing. sound spelling and basic spelling and grammar Demonstrated incorrect
Demonstrates minimal Demonstrates minimal grammar throughout. throughout. spelling and grammar
to no spelling or spelling and throughout.
grammatical errors grammatical errors
throughout. throughout.

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 Part C: Justification
The use of technology in modern teaching is strongly focused upon and has made a particularly strong
appearance in the new science syllabi. The use of instructional video has been found to aid in the teaching of
difficult or complex topics, particularly in the science field. In recent studies, in-service and pre-service
teachers confirm that they have found the use of video and other means of technology greatly aid in
simplifying concepts and assist as demonstrations prior to practical experiments. It was also seen that
student attention and interest in the lesson was greatly improved with the integration of video and
technology compared to their previous methods of teaching which strongly focused upon lecturing and
explicit instruction (Kafyulilo, Fisser & Voogt, 2016).

While the use of technology and video have been seen to be excellent tools in aiding student learning, it is
important to select or design resources that are useful in appropriately demonstrating concepts or ideas. An
ideal method of designing or selecting instructional video is to firstly begin with the outcome. As a teacher,
determining what the students should gain from the lesson and the outcomes they should address, greatly aid
in designing or choosing appropriate media. Other factors such a video length, play a critical role in the
engagement of the student in the lesson (Hess, 2015).

While the use of video as a medium has the capacity to enhance memory and understanding it is important
to remember that to facilitate meaningful learning, the video must be conversational, active, contextual and
motivating. Constructing a video that meets these criteria may not be a simple task, but overall the inclusion
of these aspects increase the effectiveness on learning (Majekodunmi & Murnaghan, 2012). To incorporate
these aspects, the video presented in part A of this assignment aims to take on a conversational quality by
the tone and incorporation of questions. It also attempts to relate the content to the students’ lives by
discussing how students themselves can assist in lowering the risk of disease spread in their own homes or
school environments. A variety of photos and music was incorporated to aid in student engagement.

Project based learning (PBL) is a style of learning in which students work in small groups to collaboratively
create projects which demonstrate what they have learnt. Students have been seen to benefit from this style
of learning as it strongly promotes communication skills, technology skills and problem solving skills (Bell,
2010). PBL has been recognised as an effective method of maintaining student engagement and motivation
and enables students to engage in authentic, real-life research and relate what they were learning to their
own lives. This relationship promotes engagement and interest with the task (Basilotta Gómez-Pablos,
Martín del Pozo, & García-Valcárcel Muñoz-Repiso, 2017).

The assessment presented here involves students working collaboratively to design an informative website
on the dangers and precautions of a new strain of Influenza virus. The students are asked to use their current
knowledge and additional research to describe the new virus in comparison to the existent strain and provide
the public with health and safety precautions. This task incorporates the use of technology to conduct
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research on the topics addressed and a medium, in the form of a website, in which to present their
knowledge. The use of a website as a project medium allows students to connect their project with other
real-life cases and scenarios. Disease spread and vaccinations are also a topic of great debate today, this
project allows students to connect what they are learning with current social discussion. This real-life
connection is the fundamental aim of PBL and promotes student engagement and learning (Efstratia, 2014).
Due to the prevalence of technology today, students can communicate with each other regarding their
projects from their own homes and conduct research much more effectively (Brooks-Young, 2005).

The assessment task design takes the form of a summative assessment. It aims to determine the students’
knowledge of the content at the end of the given unit. As discussed in studies conducted regarding student
perception of summative assessment, students have a range of needs and competencies that differ to others.
Students identify that they all perform well under different conditions and that while some perform well in
exams, others may perform better when they are given more time. Students stated during this study that long
term summative assessments which gave them more time to complete, were deemed fairer (Iannone &
Simpson, 2016). This assessment allows students the time to research the topic in question and consolidate
their knowledge in a low anxiety setting. To incorporate differing student abilities the groups may delegate
portions of the assessment depending on each other skills and abilities. For instance, those students who may
not excel at the design portion of the website may prefer to conduct more research. This task allows students
to depend on each other and collaborate which is especially important for students who may have additional
learning needs. Overall, this task will enhance students’ knowledge in this topic as is allows students to
collaborate and associate their task to real-life situations which encourage the development of deeper
understanding.

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References
Video
Allegranzi, B., & Pittet, D. (2009). Role of hand hygiene in healthcare-associated infection prevention.
Journal Of Hospital Infection, 73(4), 305-315.

Antinoff, N., Lightfoot, T., Rich, G., Quesenberry, K., & Jones, M. (2001). Controlling and Preventing
Disease Transmission in a Hospital Setting. Journal Of Avian Medicine And Surgery, 15(2), 141-
145.

Bacteria wallpaper. (2017). Retrieved from http://bsnscb.com/bacteria-wallpapers.html

Cohen, A. (2017). Warmer. Creative Commons Attribution International License. Retrieved from
https://andyg.co/hen/

Direct and indirect disease transmission. (2017) (1st ed., p. 1). Delaware. Retrieved from
http://dhss.delaware.gov/dph/files/directindtranspi.pdf

Food and Waterborne Diseases Prevention and Control Program | Department of Health website. (2017).
Doh.gov.ph. Retrieved 19 April 2017, from http://www.doh.gov.ph/food-and-waterborne-disease

Higuera, V., & Pietrangelo, A. (2016). How Are Diseases Transmitted?. Healthline. Retrieved 10 April
2017, from http://www.healthline.com/health/disease-transmission#overview1

Nutritional Immunology & molecular medicine laboratory. (2017). Infectious Disease. Retrieved from
https://nimml.org/infectious-diseases

Purple Bacteria. (2017). Retrieved from http://bsnscb.com/bacteria-wallpapers/27408443.html

Rxair. (2015). Rxair.com. Retrieved 13 April 2017, from https://www.rxair.com/how-to-reduce-your-

exposure-to-airborne-diseases/

Types of Vaccines | Vaccines.gov. (2017). Vaccines.gov. Retrieved 15 April 2017, from

https://www.vaccines.gov/basics/types/index.html

Justification
Basilotta Gómez-Pablos, V., Martín del Pozo, M., & García-Valcárcel Muñoz-Repiso, A. (2017). Project-
based learning (PBL) through the incorporation of digital technologies: An evaluation based on the
experience of serving teachers. Computers In Human Behavior, 68, 501-512.

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A
Journal Of Educational Strategies, Issues And Ideas, 83(2), 39-43.

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Brooks-Young, S. (2005). Project-Based Learning: Technology Makes It Realistic!. Today’s Catholic
Teacher, 38(6), 35

Efstratia, D. (2014). Experiential Education through Project Based Learning. Procedia - Social And
Behavioral Sciences, 152, 1256-1260.

Hess, D. (2015). Using video to create a vision for powerful discussion teaching in secondary social studies.
Using Video in Teacher Education, 10, 53 – 71

Iannone, P., & Simpson, A. (2016). University students’ perceptions of summative assessment: The role of
context. Journal Of Further And Higher Education, 1-17.

Kafyulilo, A., Fisser, P., & Voogt, J. (2014). Teacher design in teams as a professional development
arrangement for developing technology integration knowledge and skills of science teachers in
Tanzania. Education And Information Technologies, 21(2), 301-318.

Majekodunmi, N., & Murnaghan, K. (2012). "In Our Own Words": Creating Videos as Teaching and
Learning Tools. Partnership: The Canadian Journal Of Library And Information Practice And
Research, 7(2).

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