For an example the eukaryotic cell consists of different organelles such as mitochondria, releasing energy in the form of ATP. The organelles may be similar having slight differences whether in a root cell of a plant, a liver cell or sex cells. Plant cells on the other hand grow differently from animal cells, also with some of the common components being used up differently. For example plant cells have some organelles that animal cells do not have, such as the vacuoles that inhabit most of the capacity of an expanded cell, the cell wall and chloroplast. The profound differences are not taught in ks3 but rather the main basic differences (Chad chemistry n.d.).
As we know, the cell can only be viewed under a microscope due to its size. This
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Without the DNA of the cell and its important genetic coding, the cell would not be able to replicate and live (Frost, 2010). All this information have been broken down to follow the spiral curriculum for learners to learn them in fragments, revisit at different stages to help build conceptualized ideas over a period of time. This supports the continuity within the curriculum but the real question is how much progression within the learners mind actually occurs during this …show more content…
It is difficult for some children to build up on conceptual ideas to simply agree that for anything to perform the basic life processes, they would require to be composed of a cell or cells which have genetic material to create essential body materials for life to occur (Driver, et al 1994). I asked a few KS3 learners to share their thoughts on living things and non-living things. Most of the answers given were compared to the functions that humans and animals were able to carry out such as being able to move, think, reproduce and sense. Science teachers from my research also found that the challenges faced by some learners identified difficulties in letting go of the ideas they had built, based on their on experiences. Teachers mentioned that learners found it difficult to comprehend why some non-living things for example clouds and fires moved. A year 8 student from the focus group was confused about plants truly being living things, as they did not move, neither did they excrete waste such as feces. Though the national curriculum may encourage the use of MRS GREN, (movement, respiration, sensitivity, growth, reproduction, excretion and nutrition) to aid continuity within the curriculum, It is important as a secondary science teacher, to explain to students using different techniques highlighting the fact that not every living organism
The cell wall gives the cell structure and so do the beams of the stadium. 3. Mitochondria - The mitochondria in a cell is like the crowd at a baseball game. The mitochondria gives the cell energy just like the crowd does at a baseball game. The crowd gets the players pumped up by cheering and yelling.
Organelles as organism is from The Lives of a cell authored by Lewis Thomas. Thomas uses a unique writing style that is very recognizable and different from the others. This helps us to appreciate our diversity as human beings demonstrated by our abilities to write differently. As a reader one is able to form an image of who Thomas is by how he expresses his feelings and attitudes. When this text was written a lot of people, mostly scientists, thought and had knowledge of different things than they do now.
Subject area (Learning Area): Science Year level: 4 Curricular Intentions : Content Descriptor: Living things have life cycles (ACSSU072) • describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants Know Do Value • identify living things • describe life styles • recognise the different features of living and non-living things • identify the different structures of living things • identify the functions of living things • classify living things according to their structural features • identify the different parts of plants • recognise the need of living things • recognise ways living things interact with each other and with the environment • illustrate life cycle stages of living things • investigate living organisms life cycles • ask appropriate questions which can be used to make predictions • participate in the
-Students’ motivation and meaningful learning in primary science and technology According to Brady (2008), young children usually show an innate attraction towards science and technology. As teachers, we should take advantage of that innate attitude and develop age-appropriate experiences in order to make science come alive in unique and meaningful ways for children. However, the latest science literary NAP report conducted by the NSW Education Standards Authority (2015) reflects that even though most students show interest in learning new aspects of science, many of them do not relate science to their daily lives. In other words, they are not able to assess information accurately when making decisions in the real word.
As a result, teachers from preschool through college are being challenged to move from the traditional didactic lecture models of teaching science to an inquiry-based instructional model where students construct knowledge from experiences, ideas, investigations and discussions.
A cell is like the white house,It has many areas that work differently and have their own job’s to do just like a cell itself . The gates of the white house can be known as the cell wall because the gates surround the white house protecting it from bad things or people who shouldn’t go into the area or premassis. There are people who make things such as clothing or tools inside the white house so this area can act as the smooth endoplasmic reticulum,as for the rough endoplasmic reticulum,the doors can be referred to this because the doors only let certain people into the white house such as the president and his family,the security guard’s because they need to protect the area from bad people and the senators to discuss their work.
“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.
Personally, no single concept is 100% solid, but many do express valid ideas that have continually show how children construct learning. Take Jean Piaget, a constructivist. His learning theory broke into stages: sensory, preoperational, concrete and formal. These stages highlight how children learn as they enter each stage, or grow up. At first, children start learning through their senses and interactions with the environment.
Assignment- A written account of the main implications of children’s misconceptions in Primary Science. A science misconception is where children have an incorrect idea of a science topic that causes a barrier in understanding and to learning in all levels of education (Allen 2014), children’s idea’s come from their life experiences and the interaction which they display to other children and adults that shapes their ideas and understanding (Sewell, 2014). It can be influenced by many things such as the media or even from family or friends for example the Cars (2006) movie which shows children that cars are alive and have human facial features this leads to the children obtaining a misconception that cars are alive. However, children already have a bit of knowledge about science before entering school which is why they have their own understanding of how the world works during their time in the classroom.
Although both Kingdoms of Plantae and Animalia have cells, tissues and organs; there are many differences within their cell physiology, development, biology and growth. Separated by about 1.5 billion years of evolutionary history, they are two major multicellular groups of the Domain Eukaryota, which share features such as mitochondria and nuclei, but has evolved their multicellular organization independently by using the same initial tool kit—the set of genes inherited from their common unicellular eukaryotic ancestor (Alberts 2002). Plant cells are large and rectangular and have a fixed shape, whereas animal cells are much smaller and circular. Both plant and animal cells have flexible membranes, but because plant cells are additionally encased
Children would draw a diagram to show how they believe day and night occur. This idea came from the Nuffield Primary Science Guide (1995b: 93) as it allows the teacher to identify each child’s individual understanding. Scott (1987) and Harlen and Qualter (2014) believe that this is essential for the teacher, to be able to plan from the appropriate starting point. The children would then discuss their diagrams in groups and decide on a group theory to share with the class. From this elicitation activity, the teacher could plan activities that reconstruct their existing ideas of day and night.
Pedagogy is very important in the teaching and learning of science. They serve as paths leading to the understanding of concepts taught to students and so form an integral part of classroom experiences. Various methods are open to teachers to use to teach, right from kindergarten to tertiary levels to enhance students’ understanding of scientific concepts. Coll, France, and Taylor, (2005) pointed out that the use of analogies and mental models can enhance students understanding of complex and abstract scientific conceptions. Concept mapping is one teaching method which has gained grounds in the teaching and learning of biology and other related science subjects in the western countries.
Based on experience and observations shared by other colleagues teaching Science in the K to 12 programs, some of the activities in the learning module are not enough. The researcher who teaches in Grade 8 also observed that there is a need for more enriching activities specifically for the Science. The Fourth Quarter unit of the module – The Living Things and Their Environment was the focus of this study. This Biology unit presents concepts that are mostly intangible including the mechanisms of heredity. Cellular Reproduction and Genetics unit are also placed on the last part of learning material which covered the densest of the learning material.
From my observations, I found that most teachers knew their classes well, especially how they learnt, and ensured that the materials provided was tailored to suit learners. I did not get the opportunity to teach about the cell during SE1 placement. However through research, observations and carrying out a focus group, I have come to understand the importance of becoming a more reflective practitioner. Looking at “big ideas” within the national curriculum, I now understand how learners begin topics with preconceptions from primary school experiences. Research supports that learners bring certain beliefs and ideas that are greatly founded in the way the think to science lessons (Driver et al. 1994).