Biology and Entrepreneurship · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.2 - Describe the process of tissue culture and its application in food production.

By the end of the lesson, learners can:

Define tissue culture as a biotechnology technique and explain its core principle (growing plant or animal cells, tissues, or organs in a sterile, controlled artificial medium).
Describe the step-by-step process of plant tissue culture, including explant selection, sterilisation, culturing on nutrient medium, and acclimatisation.
Outline at least three applications of tissue culture in food production, such as mass propagation of crops, disease-free planting material, and conservation of valuable plant species.
Arrange the stages of tissue culture into a correct sequence using a flow chart, and justify the purpose of each stage.
Present and defend a group-generated flow chart of tissue culture to peers, responding constructively to critique.

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Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology and Entrepreneurship (1.2)
Content standard: 3.1.2.CS.1 - Demonstrate knowledge and skills of some basic concepts in biotechnology and their application to enhance the value of products that help improve human lives and the environment. 3.1.2.LO.1 Apply knowledge and skills in biotechnology to enhance the value of products that help improve human lives and the environment.
Indicator: 3.1.2.LI.2 - Describe the process of tissue culture and its application in food production.
Suggested placement: Semester 1, Week 2 (Week 2 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.
Curriculum reference: NaCCA curriculum document, p. 89

Exemplars (from the NaCCA curriculum)

Individual/Independent Learning Approach: research from textbooks, the internet, documentaries and other relevant sources, and make summary notes on tissue culture and the major processes involved in it: learners research on their own to develop the skill of independency and build confidence and strength. Learners also learn from their peers and seek personal collaboration with them, thereby developing respect for one another.
Diamond Nine Learning Approach: in mixed-ability, all-inclusive groups, create flow charts on the processes involved in making tissue culture, and critique each group's work in class discussions; learners learn the act of fair grading/judgment and to accept constructive criticisms. Learners also learn public speaking and learn from one another through critiquing.
Experiential/Group Project Learning Approach: learners work in large groups to make sample plant tissue cultures with support and resources from the teacher and lab/resource personnel (e.g. from scientific resource centres in institutions and universities), with each group presenting a report on the project: Learners obtain real-world experience on study. Learners learn to help one another socially and emotionally in teamwork.
Teaching and Learning Materials:
- * Sugar * Yeast * Wheat flour water * fresh milk * * GMOs. Millet and corn dough * Sugar cane and distillation apparatus. * Laptops
- * Videos * Photos and posters * Laptops * Smart phones
- Projectors * Production of bio-oils. * Simulations
- * Photos and posters on tissue culture
- Textbooks * Photos and posters on recombinant
- DNA technology, and production of
- * Photos and posters on the past and present state of inland water bodies in Ghana * Water treatment plants * Activities in gold mines * Use of bacteria culture in bioremediation of polluted water bodies
Assessment (3.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.