SHS2 Biology · Semester 1 Week 10: Cell Structure and Functions

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.2 - Apply the knowledge of cell structure and functions to movement of substances in cells.

By the end of the lesson, learners can:

Distinguish between passive transport (diffusion and osmosis) and active transport, and identify which processes require energy.
Explain the roles of the cell membrane, cell wall, and vacuole in the movement of substances into and out of cells.
Describe the processes of endocytosis and exocytosis, and relate them to the structure of the cell membrane.
Predict the direction of water movement across a membrane when given the concentrations of solutes on either side.
Apply knowledge of cell transport to explain everyday biological phenomena such as food preservation, plant wilting, and drug delivery into cells.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 2.2.1.CS.1 - Demonstrate knowledge and understanding of Cell structure and Functions. 2.2.1.LO.1 Relate the knowledge and understanding of the cell theory and structure to the different types of cells in all life forms.
Indicator: 2.2.1.LI.2 - Apply the knowledge of cell structure and functions to movement of substances in cells.
Suggested placement: Semester 1, Week 10 (Week 10 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.68: the indicator token is visibly printed `2.2.1L.I.2`, with no separator before L and an extra separator between L and I; `2.2.1.LI.2` is used as the import code
exemplars - p.68: the assessment token is visibly printed `2.2.1AS.2` without the separator before AS; its content is retained and associated by table position
Curriculum reference: NaCCA curriculum document, p. 68

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Engage the whole class in discussions on the concepts endocytosis and exocytosis and their benefits. Learners link these concepts to the cell structure; learners acquire the skill of learning from one another through class discussions Building on what others say.
Think-pair-share: In mixed-ability, gender-responsive and all-inclusive groups, learners watch a video on endocytosis, exocytosis, and discuss their observations; they learn to listen to their peers and express disagreements in a constructive manner.
Teaching and Learning Materials:
- * Textbooks * Models
- * Internet facilities * Other relevant sources
- * LCD projector * Pen drive
Assessment (2.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.