“Special Education isn’t special, it is

effective. Every student deserves special education .”

(Nunley, 1998)

During year 8, content such as this needs to be taught in a manner that increases motivation, interest and sparks further development in scientific literacy. The unit will be based on investigations of plants put into a CSI context. Instead of investigating the human body students will investigate plant growth and structure. Students will take a look at photosynthesis and respiration and the various organelles needed in each of the cycles. Students will develop scientific literacy, being able to communicate recent scientific concepts.

The unit is an example of a differentiated unit, containing layers in the type of activities chosen to achieve the same goal. Students of higher ability are encouraged to complete level A components. During each lesson there is a maximum amount of points that can be scored. Students should work towards completing as many tasks as possible or completing complex tasks to achieve a maximum result.

The layers have been broken down in the following manner using Blooms Taxonomy.

Layer A: Knowledge and Comprehension

Layer B: Analysis and Application

Layer C: Evaluation and Synthesis

Content and knowledge

4.8.1. Cell Theory

a) Identify that living things are made of cells

b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast.

4.8.4 Multicellular Organisms

d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis.

e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms.

8F is a mixed ability class consisting of 20 % of the students who are at a performing level, 50 % of them who have behavioural problems and 30% of them at ESL level.

Despite the wide range of abilities in this class all students are given a chance to perform at a level appropriate to their strengths by differentiating the unit of work.

4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms.

Layer C Layer B Layer A

Students complete a worksheet

where words related to plants are

matched with the correct

grammatical pronoun such as

verbs, nouns and adjectives. In

addition students draw a picture

where possible to help visualize

the term (10 points).

Imagine you are a tiny human in

this big world called “THE

PLANT”, create a brochure

explaining the different stops

(plant parts) and describe what you

see in each stop- (i.e. you start at

the roots and make your way up

the stem) 20 points.

Hand- on- lab- You will conduct an

experiment on plant roots

examining its role and relating that

to how it maintains an optimum

function in plants (30 points).

4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms.

Layer C: Layer B: Layer A

Make a chart or Venn diagram to

compare the different parts of a

flower and its functions (15

points).

Make flashcards for 10 vocabulary

words from chapter 7. be prepared

to be orally quized. (15 marks)

Pair up with a friend and make

your own model of a plant and its

parts. It is up to you to collect the

required objects or material to

make up your model.

Be creative and present a poster

showing what each of your

chosen object represents, with

labels (25 points).

Make a poster showing the links

between all parts of a flower and

how each organ needs to function

together for the plant to function

properly (15 points).

4.8.4 e) describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms.

Layer A Layer B Layer C

Watch a video on plant

development and write 5 points you

learned from it. Be prepared to

fluently explain those points to the

teacher when asked (15 points).

Imagine you are a new person visiting

this new country called “Inside A Plant”.

You are very curious about the different

stations you have visited, including the

leaf, stem and root. Working in pairs,

make a movie (using Microsoft Movie

Maker) explaining what you see in your

tour around the country. Include at least 5

questions you may want to know more

about or explore in the future (20 points).

Choose one of the “5 plant

experiment ideas” and write your

own experimental report including

a hypothesis, method, results, and

conclusion.

4.8.4a) identify that living things are made of cells.

Layer A Layer B Layer CUse the microscope to observe

and sketch the cells in different

types of living things. Label at

least THREE cells.

Observe the “unknown” samples

of cells available under the

microscope. You need to identify

what type of cell you may be

looking at and compare what

features are different between at

least THREE of those cells.

Identify ways microscopes are

used in various careers and

evaluate the advantages and

disadvantages of using different

types of microscopes to view

cells. You can present your

findings in any way you like.

You must be creative and include

examples of cells under different

types of microscopes.

4.8.1 b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast

Layer C Layer B Layer A

In workbooks, create a line down

the middle of the page. On one side

write down the organelle and on the

other make a drawing of that

organelle and its location in the

cell. (10 marks)

Listen to and watch teacher’s

demonstration on how a

microscope should be handled

safely and how it should be used.

Follow a planned procedure to draw

and label a plant cell using a

microscope. (20 marks)

Create an ad campaign for one of

the organelles. Try to sell it to

aliens who visit earth. Why do they

need it? Why is it the best

organelle to have? Include a slogan

and visuals. This can be presented

in any format such as powerpoint,

video, brochure or poster. 25 marks

4.8.1 b) Identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall and chloroplast

Task 1 Layer C Layer B

All students take part in a spelling

test. The test is collected and

redistributed so that each person

will mark another test. The papers

are then given back to the owner.

This is compulsory (15 marks).

Read 2 books on plant and animal

cells writing down 15 interesting

facts. Have these checked by the

teacher. (10 marks)

Write an essay explaining the

differences between plant and

animal cells. The internet as well as

other sources of secondary

information may be used. A

resource list is to be included and

the essay should have a length of

one page. (20 marks)

4.8.4 d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis

Layer C Layer B Layer A

Students read about the process of

photosynthesis and complete fill in

the blank sentences as well as a

diagram on photosynthesis. 10

marks

In groups of 3 perform a play on the process of photosynthesis. 20 marks

Make a recipe for plant growth.

Choose one aspect that affects plant

growth, making an experimental

procedure to see its actual effects.

(25 marks)

4.8.4 d) identify the materials required by multicellular organisms for the processes of respiration and photosynthesis

Layer C Layer B Layer A

A table is made noting the

differences of photosynthesis and

respiration based on secondary

sources brought by the teacher, for

example textbooks, animated books

and articles. (10 marks)

Create a song on life that includes

photosynthesis, respiration and the

cell theory. (20 marks)

Using secondary sources, explain

why some leaves are brown in

colour. Do they not contain

chlorophyll? How is the food

obtained?

OR

Is it true that banana’s contain

chlorophyll? Explain.

Students choose activities from each of the levels and work towards achieving the maximum amount of marks they can for each activity.