Cell Structure and Functions · SHS3 Biology

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Discuss variation and its causes, stating the processes and factors affecting each.

By the end of the lesson, learners can:

Define variation and distinguish between interspecific and intraspecific variation, giving local examples of each.
Classify variation into continuous and discontinuous types, using measurable human traits and discrete traits as evidence.
Explain the genetic causes of variation (crossing over, independent assortment, fertilisation, mutation, and gene interaction) and the environmental factors that affect variation.
Discuss the consequences of variation for survival, adaptation, and evolution, connecting these ideas to what was learned in earlier lessons on genetics.
Work collaboratively in mixed-ability groups to research, discuss, and present (using charts, posters, or digital slides) the causes and consequences of variation, respecting diverse opinions.

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Curriculum details

Strand: Life in the Fundamental Unit (Strand 2)
Sub-strand: Cell Structure and Functions (2.1)
Content standard: 3.2.1.CS.3 - Demonstrate knowledge and understanding of the concept and consequences of Variation. 3.2.2.LO.1 Explain key terms in Genetics and their applications. 3.2.1.LO.2 Relate Mendel's laws and concepts of inheritance to human blood groups and their importance. 3.2.1.LO.3 Explain the concept of variation, its causes, processes, and consequences in life. 3.2.1.LO.4 Explain evolution and the factors leading to its occurrence in nature. 3.2.1.LO.5 Explain the cell cycle, cell division, and their relevance in living things.
Indicator: 3.2.1.LI.1 - Discuss variation and its causes, stating the processes and factors affecting each.
Suggested placement: Semester 1, Week 11 (Week 11 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. 99

Exemplars (from the NaCCA curriculum)

Collaborative Learning: in mixed-ability, all-inclusive groups, study pictures/videos or charts and documentaries on variation and discuss its causes and consequences in class group presentations: Learners learn from one another during discussions and develop tolerance in dealing with their emotions.
Differential, Task-Based: In mixed-ability, all-inclusive, socially minded groups, develop various charts and maps on the concept of variation, its causes, processes and factors: Group based work ensure emotional and psychological support from group to each member. Contribution by members in group gives inner strength and satisfaction and confidence when the learner feels involved in the work.
Teaching and Learning Materials:
- * Simulations * Photos
- * Textbooks and posters on variation in skin colour hair texture and shape of nose * Fingerprints of humans etc.
- * Phenylthiocarbamide
- - PTC.
Assessment (3.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.