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SSIP – January 2020 SUBJECT: LIFE SCIENCES Participant's Guide SSIP – January 2020 SUBJECT: LIFE SCIENCES Participant’s Guide 1 © COPYRIGHT This work is protected by the Copyright Act 98 of 1978. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from Matthew Goniwe School of Leadership and Governance. Whilst every effort has been made to ensure that the information published in this work is accurate, Matthew Goniwe School of Leadership and Governance takes no responsibility for any loss or damage suffered by any person as a result of the reliance upon the information contained therein. 2 Table of contents Page A Foreword 4 B Purpose 4 C Overall SSIP purpose/goals 4 D Programme outcomes 4 E Learning assumed to be in place 4 F Target audience 5 G Notional hours 5 H Course design and assessment strategy 5 Annual teaching plan (ATP) 8 Cognitive demand levels in Life Sciences 10 Course timetable 12 Module 1: DNA and Protein synthesis 16 Module 2: Meiosis 40 Module 3: Reproductive strategies in Vertebrates 61 Module 4: Reproduction in humans 76 3 A. FOREWORD This Just in Time teacher training workshop is organized at the start of term 1. All topics to be covered in term 1 by the gr.12 teacher will be mediated to enable teachers to unlock the content for the learners. The dates for the workshops were announced in 2019 at a joint meeting with Matthew Goniwe School of Leadership and Governance (MGSLG) and Teacher Development (TD). The topics chosen for emphasis for the workshop were implicated in the diagnostic reports on the NSC 2019 November examinations as well as the analytical report compiled by the province, as problematic topics. Teachers have also expressed the need for content and pedagogical training in these topics. Therefore, not only content, but also hands-on activities on how to teach DNA, RNA and protein synthesis; Meiosis, Reproduction in Vertebrates and Human reproduction will be part of the workshop content. The formal SBA task to be done in term 1 will also be performed to ensure common understanding. Typical exam questions on these topics will also be unpacked. ICT integration will be demonstrated by the facilitators. B. PURPOSE Training Course Goals: Professional development for teachers from schools at risk to improve the quality of teaching and learning in the targeted schools. C. OVERALL SSIP AIMS/GOALS The SSIP programme aims at professional development for Grade 10-12 teachers in the application of effective teaching and reflective practice to improve learner performance on the identified Grade 12 examinable topics. The overall goal for SSIP is to provide teachers with professional expertise, tools and skills to spot student learning difficulties and decide on the course of action. SSIP came about as a result of the diagnostic needs that are identified through the end of the year NSC examination student learning data. In response to this, design and development of teaching resources will lead to the training of teachers on learners’ needs identified. The four interconnected outcomes that drive the professional development activities for SSIP are: 1. Enhancing Teachers’ knowledge: deep understanding of subject matter knowledge and student’s ideas on the content. 2. Enhancing quality teaching and assessment for learning: effective instructional approaches that teachers may use to ensure improved understanding by most learners. 3. Developing ICT integration skills: Use of ICT to improve teaching and learning. 4. Building professional learning communities: allow teachers to start collaborating and form professional networks in non-formal settings in the context of their schools. PROGRAMME OUTCOMES Professional development to improve learner outcomes in the identified term 1 Life Sciences topics. E. LEARNING ASSUMED TO BE IN PLACE Teachers who are qualified to teach Life Sciences in grade 10 – 12 (FET Phase) 4 F. TARGET AUDIENCE Grade 12 teachers who have obtained below 70% in the 2019 NSC results and grade 12 novice teachers. G. NOTIONAL HOURS The time required to successful completion has been allocated as follows: Contact face to face session 16 hours Pre Test ½ hour Day 2 : Content Practice and Demonstration 9¼ hours Day 3: Content Practice and Demonstration 5½ hours Post Test ½ hour H. COURSE DESIGN AND ASSESSMENT STRATEGY The course will focus on content, teaching and learning approaches and assessment and it will use both pre-pot tests and activities to monitor participants’ progress and understanding of the term 1 topics for Life Sciences COURSE OUTLINE/ MAP MODULE 1: DNA and PROTEIN SYNTHESIS MODULE 2: MEIOSIS Objectives/Outcomes Objectives/Outcomes When you complete this module, you will be When you complete this module, you will be able to: able to: • Teach the terminology associated with DNA • Teach the terms associated with meiosis and protein synthesis. • Indicate where meiosis take place in animals • Create a crossword puzzle on line and plants • Describe the structure of DNA and RNA • Discuss and interpret the process of meiosis structures • Explain the process of non-disjunction and • Perform a DNA extraction interpret it from karyographs and other • Differentiate between DNA and RNA diagrams • Describe DNA replication • Explain Down syndrome • Differentiate between translation and transcription and explain the two processes. • Discuss DNA profiling and its applications • Administer the Grade 12 Term 1 SBA task 5 MODULE 3: REPRODUCTIVE STRATEGIES IN MODULE 4: REPRODUCTION IN HUMANS VERTEBRATES Objectives/outcomes Objectives/outcomes When you complete this module, you will be When you complete this module, you will be able to: able to: • Teach the terminology associated with • Teach the terminology associated with reproductive strategies in vertebrates human reproduction • Apply knowledge of the concepts to case • Classify questions on the different levels of studies. Bloom’s taxonomy. • Answer questions on human reproduction. 6 ICONS USED IN THIS MODULE 1. Discussion 2. Group Activity 3. Individual Activity 4. Study/Teaching Tips 5. Notes 6. Ice Breaker 7 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 15 – 17 Jan 20 – 24 Jan 27/01 –31/01 03/02– 7/02 10 – 14 Feb 17 – 21 Feb 24/02 - 28/02 02/03 – 06/03 9 – 13 Mar 16 – 20 Mar 31/03 – 03/04 DNA, RNA and meiosis Reproduction Genetics • Revision of the • DNA RNA • Mitosis • Meiosis I • Reproductio • Gametogenesis • Fertilisation • Genetics • Sex determination • Dihybrid structure of the • Transcription (Revision) • Meiosis II n in • Structure of an • Implantation • Monohybrid • Sex-linked Inheritance crosses cell • Translation • Chromoso • Non- Vertebrates ovum and sperm • Gestation crosses • Blood groups • Genetic mes disjunction • Structure • Menstrual Cycle pedigree and function • Ovarian cycle of the ♀ and • Uterine cycle SBA Practical ♂reproductiv Test term 1 task 1 e systems (40%) (4%) (8%) (12%) (20%) (24%) (28%) (32%) (36%) (44%) (16%) WEEK 12 WEEK 13 WEEK 14 WEEK 15 WEEK 16 WEEK 17 WEEK 18 WEEK 19 WEEK 20 WEEK 21 WEEK 22 6 - 9 Apr 14 – 17 Apr 20 - 24 Apr 28 – 30 Apr 4 - 8 May 11 - 15 May 18 May – 12 June 7 – 10 Jul Genetics Human nervous system • Mutations • Human nervous • Reflex arch • The eye • The ear • Human • Homeostasis • Genetic system • Disorders of CNS • Accomm • Balance endocrine In Humans Engineering odation system Midyear examination • Paternity • Pupillary • Negative testing mechanis feedback • Genetic Links m mechanism Assignment Test term 2 SBA Practical task 2 (56%) (60%) (64%) (68%) (72%) (48%) (52%) WEEK 23 WEEK WEEK 24 WEEK 25 WEEK 26 WEEK 27 WEEK 28 WEEK 29 WEEK 31 WEEK 32 WEEK 33 30 13 – 17 Jul 20 – 24 Jul 27/07– 31/07 3 - 7 Aug 11 – 14 Aug 17– 21 Aug 24 – 28 Aug 31/8 – 4/9 7 – 11 Sep 14 – 18 Sep 29/9 – 2/10 Evolution Gr.11 content • Plant hormones • Lamarckism • Artificial selection • Human Evolution • Revision of Human Revision • Plant defense • Darwinism • Speciation impact on the mechanisms • Punctuated • Mechanisms of environment • Introduction to equilibrium reproductive Evolution • Natural isolation • Out of Africa • Variation Selection • Evolution in hypothesis PRELIM EXAMINATION present times SBA Practical Test term 3 task 3 8 (78%) (84%) (90%) (96%) (100%) WEEK 34 WEEK 35 WEEK 36 WEEK 37 WEEK 38 WEEK 39 WEEK 40 WEEK 41 WEEK 42 5 – 9 Oct 12 – 16 Oct 19 Oct – 2 Dec REVISON REVISION FINAL EXAMINATION 9 In Life Sciences the last three levels are combined so that a FOUR level of cognitive demand is used: 10 Evaluating, Applying scientific Knowing science Understanding analysing and knowledge science synthesising scientific knowledge 40% 25% 20% 15% To recall or To communicate To use, perform or Analyse complex recognise explicit understanding of a follow a basic/ information information, details, Life Sciences standard/ routine To adapt a variety of facts, formulas, concept, idea, procedure/rule/meth appropriate terms, definitions, explanation, model, od/ operation. strategies to solve or theory, for procedures, novel/ non- example to: representations from To use/apply routine/complex/ memory or from understanding of Interpret: change open-ended material provided. Life Sciences from one form of problems. To apply representation to concepts, facts or multi-step another (e.g. details from a known pictures to words; context to an procedures. words to pictures; unfamiliar context. numbers to words, Evaluate words to numbers, To evaluate or make pictures to numbers) critical judgement (for example, on Exemplify: Find a qualities of accuracy, specific example or consistency, illustration of a acceptability, concept or principle desirability, worth or probability) using Classify: Determine background that something belongs to a knowledge of the category. subject. Judge, critique Summarize: Abstract a general Create a new theme or major product points. To integrate life sciences concepts, Infer: Draw a logical conclusion from principles, ideas and presented information, make information.
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