Teaching pack: Cells, Tissues and Organ Systems (Year 8) -- a full term of lessons

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Teaching pack · Year 8 Biological sciencesseegongsik /au

Cells, Tissues and Organ Systems: a full term of science

Ten ready-to-teach lessons for Year 8 Biological sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

AC9S8U02

analyse the relationship between structure and function of cells, tissues and organs in a plant and an animal organ system and explain how these systems enable survival of the individual

Start here: five minutes to Monday

Skim the term at a glance on the next page.
Print the lesson you need (plan, worksheet, cards).
Gather everyday items under You need on the plan.
Open the free interactive unit on your board.
Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

On the board

This pack is the printable half of a free interactive unit. On-screen pictures include: “The ladder of organisation”, “An animal organ system: digestion”, “A plant organ system: transport”, “Structure fits function”, “The whole system keeps the individual alive”. Lesson plans name which picture to show.

seegongsik.com/au/y8/biological/AC9S8U02

Aligned to the Australian Curriculum V9 (AC9S8U02). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.

Term at a glance10 lessons

The term at a glance

One lesson a week for a term. Run in order where you can.

#	Lesson	Children learn and do	On screen
1	The ladder of organisation	Explore the idea with talk, board and hands-on work	The ladder of organisation
2	An animal organ system: digestion	Explore the idea with talk, board and hands-on work	An animal organ system: digestion
3	A plant organ system: transport	Explore the idea with talk, board and hands-on work	A plant organ system: transport
4	Structure fits function	Explore the idea with talk, board and hands-on work	Structure fits function
5	The whole system keeps the individual alive	Explore the idea with talk, board and hands-on work	The whole system keeps the individual alive
6	Deeper look: The ladder of organisation	Explore the idea with talk, board and hands-on work	The ladder of organisation
7	Deeper look: An animal organ system: digestion	Explore the idea with talk, board and hands-on work	An animal organ system: digestion
8	Deeper look: A plant organ system: transport	Explore the idea with talk, board and hands-on work	A plant organ system: transport
9	Deeper look: Structure fits function	Explore the idea with talk, board and hands-on work	Structure fits function
10	Show what we know	Explore the idea with talk, board and hands-on work	Cells, Tissues and Organ Systems

Curriculum links (Australian Curriculum V9)

The term teaches AC9S8U02. Lessons also work these Inquiry and Human Endeavour descriptors:

AC9S8I01develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships

AC9S8I02plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place

AC9S8I03select and use equipment to generate and record data with precision, using digital tools as appropriate

AC9S8I04select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information

AC9S8I05analyse data and information to describe patterns, trends and relationships and identify anomalies

AC9S8I06analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions

AC9S8I07construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information

AC9S8I08write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate

AC9S8H01explain how new evidence or different perspectives can lead to changes in scientific knowledge

AC9S8H02investigate how cultural perspectives and world views influence the development of scientific knowledge

AC9S8H03examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations

AC9S8H04explore the role of science communication in informing individual viewpoints and community policies and regulations

Assessment

Every plan ends with answers and look-fors.
The assessment kit near the front has a rubric and class checklist.
Lesson 10 is the summative check and model task.

Get ready · Materials for the termOne shopping trip

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Lesson	You need
1	everyday classroom items named on the Day 1 plan; interactive unit open
2	everyday classroom items named on the Day 2 plan; interactive unit open
3	everyday classroom items named on the Day 3 plan; interactive unit open
4	everyday classroom items named on the Day 4 plan; interactive unit open
5	everyday classroom items named on the Day 5 plan; interactive unit open
6	everyday classroom items named on the Day 6 plan; interactive unit open
7	everyday classroom items named on the Day 7 plan; interactive unit open
8	everyday classroom items named on the Day 8 plan; interactive unit open
9	everyday classroom items named on the Day 9 plan; interactive unit open
10	everyday classroom items named on the Day 10 plan; interactive unit open

Safety in one look

No open flames, hotplates or boiling water for children.
Adult pours warm water when a plan needs heat.
Wipe spills; keep floors clear.
Food allergy checks before any tasting stations.

Get ready · Assessment kitRubric + checklist

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Idea	Working towards	At standard	Beyond
Big idea	names an example with help	explains the unit idea in Year 4 words	applies the idea to a new example
Evidence	guess only	links a claim to something observed or measured	compares two pieces of evidence
Science words	everyday words only	uses unit words correctly	explains a word to a partner
Inquiry habit	follows steps with support	plans or records with the scaffolds	improves a plan after a first try

Class observation checklist

Name	Idea	Evidence	Words

A tick a lesson is plenty.

Word wall (cut out)

Word wall cards

Cut out and build the wall as words arrive across the term.

observe

notice with our senses

record

write or draw what we found

predict

a good guess with a reason

fair test

change one thing, keep the rest the same

evidence

what we measured or saw

pattern

something that happens again

property

a feature we can observe

force

a push or a pull

material

what something is made of

habitat

where a living thing lives

cycle

a pattern that goes round again

conclude

say what the evidence shows

A note home

Dear families

This term in science, Year 8 explores cells, tissues and organ systems. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

Talk about a pattern you both notice outdoors or in the kitchen.
Ask for one science word from the week and use it in a sentence.
Draw a simple diagram of something they investigated.

Warm regards,

The Year 8 team

seegongsik.com/au/y8/biological/AC9S8U02/pack

Lesson 1 · Teacher planLesson 1 of 10

The ladder of organisation

Children explore “The ladder of organisation” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind the ladder of organisation in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “The ladder of organisation” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “The ladder of organisation”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “The ladder of organisation” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the ladder of organisation.
Drawings or numbers match the board story.

Lesson 1 · Worksheet

The ladder of organisation

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 1 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 2 · Teacher planLesson 2 of 10

An animal organ system: digestion

Children explore “An animal organ system: digestion” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind an animal organ system: digestion in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “An animal organ system: digestion” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “An animal organ system: digestion”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “An animal organ system: digestion” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about an animal organ system: digestion.
Drawings or numbers match the board story.

Lesson 2 · Worksheet

An animal organ system: digestion

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 2 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 3 · Teacher planLesson 3 of 10

A plant organ system: transport

Children explore “A plant organ system: transport” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind a plant organ system: transport in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “A plant organ system: transport” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “A plant organ system: transport”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “A plant organ system: transport” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about a plant organ system: transport.
Drawings or numbers match the board story.

Lesson 3 · Worksheet

A plant organ system: transport

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 3 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 4 · Teacher planLesson 4 of 10

Structure fits function

Children explore “Structure fits function” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind structure fits function in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Structure fits function” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Structure fits function”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Structure fits function” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about structure fits function.
Drawings or numbers match the board story.

Lesson 4 · Worksheet

Structure fits function

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 4 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 5 · Teacher planLesson 5 of 10

The whole system keeps the individual alive

Children explore “The whole system keeps the individual alive” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind the whole system keeps the individual alive in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “The whole system keeps the individual alive” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “The whole system keeps the individual alive”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “The whole system keeps the individual alive” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the whole system keeps the individual alive.
Drawings or numbers match the board story.

Lesson 5 · Worksheet

The whole system keeps the individual alive

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 5 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 6 · Teacher planLesson 6 of 10

Deeper look: The ladder of organisation

Children explore “Deeper look: The ladder of organisation” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind the ladder of organisation in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: The ladder of organisation” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: The ladder of organisation”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: The ladder of organisation” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the ladder of organisation.
Drawings or numbers match the board story.

Lesson 6 · Worksheet

Deeper look: The ladder of organisation

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 6 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 7 · Teacher planLesson 7 of 10

Deeper look: An animal organ system: digestion

Children explore “Deeper look: An animal organ system: digestion” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind an animal organ system: digestion in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: An animal organ system: digestion” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: An animal organ system: digestion”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: An animal organ system: digestion” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about an animal organ system: digestion.
Drawings or numbers match the board story.

Lesson 7 · Worksheet

Deeper look: An animal organ system: digestion

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 7 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 8 · Teacher planLesson 8 of 10

Deeper look: A plant organ system: transport

Children explore “Deeper look: A plant organ system: transport” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind a plant organ system: transport in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: A plant organ system: transport” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: A plant organ system: transport”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: A plant organ system: transport” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about a plant organ system: transport.
Drawings or numbers match the board story.

Lesson 8 · Worksheet

Deeper look: A plant organ system: transport

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 8 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 9 · Teacher planLesson 9 of 10

Deeper look: Structure fits function

Children explore “Deeper look: Structure fits function” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind structure fits function in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: Structure fits function” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: Structure fits function”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: Structure fits function” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about structure fits function.
Drawings or numbers match the board story.

Lesson 9 · Worksheet

Deeper look: Structure fits function

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 9 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 10 · Teacher planLesson 10 of 10

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind show what we know in Year 8 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Show what we know” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Show what we know”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Show what we know” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y8/biological/AC9S8U02

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about show what we know.
Drawings or numbers match the board story.

Lesson 10 · Worksheet

Show what we know

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 10 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.