Biology Trainees’ Module PDF - Ministry of Education, Ethiopia - June 2024

Federal Democratic Republic of Ethiopia Ministry of Education Special Capacity Building Training Program for Secondary School Teachers Biology Trainees’ Module June, 2024 Ministry of Education...

Federal Democratic Republic of Ethiopia Ministry of Education Special Capacity Building Training Program for Secondary School Teachers Biology Trainees’ Module June, 2024 Ministry of Education Addis Ababa Federal Democratic Republic of Ethiopia Ministry of Education Special Capacity Building Training Program for Secondary School Teachers Biology Trainees’ Module June, 2024 Ministry of Education Addis Ababa i  Contributors: Part I- Teaching Biology Trainees’ Module Developers: 1. Habtamu Wodaj (PhD), Addis Ababa University (AAU) 2. Getachew Ali (MSc), Kotebe University of Education (KUE) Part II- Educational Technology-EdTech 1. Developer: Inku Fasil, EdTech Hub ET 2. Reviewer: Alemu Tesfaye, Senior Expert in Ministry of Education-GEQIP-E ii | Page  Table of Contents Part I- Teaching Biology................................................................................................................................ 1 Module Introduction..................................................................................................................................... 1 Purpose of the Module.................................................................................................................................. 4 Unit 1: The Teaching - Learning of Biology and Misconceptions (4hr)...................................................... 6 Session 1:1 Teaching-Learning and the way Students Learn (1hrs)......................................................... 6 Session 1.2: Teaching-learning strategies (2:30hrs)............................................................................... 11 Session 1.3: Misconceptions in learning biology (30 minute)................................................................ 25 Unit 2: Teaching Characteristics and Classification of Organisms (3hrs).................................................. 29 Session 2.1: Teaching Characteristics of Living Things (1:30hr)........................................................... 29 Session 2.2: Teaching Classification of Organisms (1:30hr).................................................................. 32 Unit 3: Teaching Human health, nutrition and disease (5hrs)..................................................................... 36 Session 3.1: Teaching Food, Nutrition and nutrients (1:30hr)............................................................... 37 Session 3.2: Teaching Balanced diet and Nutrients deficiencies (2hrs)................................................. 38 Session 3.3:Teaching Infectious and Non-infectious diseases (1:30hr).................................................. 42 Unit 4: Teaching Biochemical molecules (3hrs)......................................................................................... 45 Session 4.1: Teaching inorganic biochemical molecules (1hr)............................................................... 46 Section 4.2: Teaching organic biochemical molecules (2hrs)................................................................ 48 Unit 5: Teaching of Cell Reproduction (3hrs)............................................................................................ 53 Session 5.1. Teaching the cell cycle (1hr).............................................................................................. 53 Session 5.2. Teaching Cell division (Mitosis and Meiosis) (2hr)........................................................... 57 Unit 6: Teaching Nature, Biology and Technology (3hrs)......................................................................... 61 Session 6.1: Learning from Nature, Biology and technology (2hr)........................................................ 62 Session 6.2: Teaching the Impact of Biology and Technology on Society, Nature and Ethical issues (1hr)........................................................................................................................................................ 66 Unit 7.Teaching of Enzymes (7 hrs)........................................................................................................... 70 Session 7.1. Teaching enzymes; their properties, factors affecting their activities and functions (4hrs)................................................................................................................................................................ 70 Session 7.2. Teaching mechanisms of actions, kinetics, regulation and application of enzymes (3hrs) 77 Unit 8: Teaching Genetics (24hrs).............................................................................................................. 82 Session 8.1: Teaching the genetic materials (2hr).................................................................................. 83 Session 8.2: Teaching Protein Synthesis (2hrs)...................................................................................... 85 Session 8.3: Teaching Mendelian Inheritance (4hrs).............................................................................. 87 Session 8.4: Teaching Mendel’s Laws and Test cross (3hrs)................................................................. 91 Session 8.5: Teaching Sex Determination (3hrs).................................................................................... 93 Session 8.6: Teaching Non-Mendelian inheritance (4hrs)...................................................................... 94 iii | Page  Session 8.7: Teaching Sex-linked Inheritance and Pedigree Analysis in Humans (3hrs)....................... 97 Session 8.8: Teaching Genetic Disorders and Treatments (3hrs)......................................................... 100 Unit 9: Teaching Microorganisms (5hrs).................................................................................................. 103 Session 9.1: Teaching Microorganisms and their Classification (2hrs)................................................ 104 Session 9.2: Teaching microorganisms, disease transmission, prevention, and bacterial isolation techniques (3hrs)................................................................................................................................... 107 Unit 10: Teaching Energy Transformation ((9hrs)................................................................................... 111 Session 10.1: Teaching Photosynthesis (4:30hrs)................................................................................. 112 Session 10.2: Teaching Cellular Respiration (4:30hrs)......................................................................... 119 Unit 11: Teaching Evolution (9hrs).......................................................................................................... 128 Session 11.1: Teaching Theories of Evolution (3hrs)........................................................................... 128 Session 11.2: Evidence for Evolution (3hrs)........................................................................................ 130 Unit 12: TeachingHuman body systems (9hrs)......................................................................................... 133 Session 12.1: Teaching the nervous system (3hrs)............................................................................... 134 Bibliography............................................................................................................................................. 138 Part II – Educational Technology............................................................................................................. 144 Introduction............................................................................................................................................... 144 UNIT ONE: UNDERSTANDING EDUCATIONAL TECHNOLOGY.................................................. 148 Learning Objectives.............................................................................................................................. 148 Key Topics............................................................................................................................................ 148 Session One: Locally available digital resources and their function.................................................... 148 Session Two: The Concept of Educational Technology....................................................................... 151 Key Ideas.............................................................................................................................................. 153 Implication to Teaching........................................................................................................................ 154 Self-Assessment (Unit One)................................................................................................................. 154 Reference Materials.............................................................................................................................. 155 UNIT TWO: BASIC DIGITAL SKILLS................................................................................................. 156 Learning Objectives.............................................................................................................................. 156 Key Topics............................................................................................................................................ 156 Session One: Computers and Smartphones.......................................................................................... 156 Session Two: Using Web Browsers...................................................................................................... 157 Key Ideas.............................................................................................................................................. 161 Implication to Teaching........................................................................................................................ 163 Self-Assessment.................................................................................................................................... 164 Reference Materials.............................................................................................................................. 165 UNIT THREE: THE USE OF SOCIAL MEDIA FOR EDUCATIONAL PURPOSES.......................... 166 Learning Objectives.............................................................................................................................. 166 iv | Page  Session One: Social Media for Educational Purpose............................................................................ 166 Key Ideas.............................................................................................................................................. 169 Implication to Teaching........................................................................................................................ 171 Self-Assessment.................................................................................................................................... 171 Reference Materials.............................................................................................................................. 171 UNIT FOUR: ONLINE EDUCATIONAL TOOLS................................................................................. 172 Learning Objectives.............................................................................................................................. 172 Key Topics............................................................................................................................................ 172 Session One: Virtual Communication and Collaboration Tools........................................................... 173 Session Two: Assessment Tools........................................................................................................... 177 Session Three: Creative Tools (Artificial Intelligence)........................................................................ 184 Key Ideas.............................................................................................................................................. 186 Implication for Teaching....................................................................................................................... 188 Self-Assessment.................................................................................................................................... 188 Reference Materials.............................................................................................................................. 190 UNIT FIVE: CREATE AND ACCESS TO DIGITAL CONTENTS...................................................... 191 Learning Objectives.............................................................................................................................. 191 Key Topics............................................................................................................................................ 191 Session One: Digital Contents.............................................................................................................. 191 Session Two: Creating Digital Contents............................................................................................... 193 Session Three: Open Educational Resources........................................................................................ 197 Key Ideas.............................................................................................................................................. 204 Implication for teaching........................................................................................................................ 206 Self-Assessment.................................................................................................................................... 206 Reference Materials.............................................................................................................................. 207 UNIT SIX: DIGITAL CITIZENSHIP...................................................................................................... 208 Learning Objectives.............................................................................................................................. 208 Key Topics............................................................................................................................................ 208 Session One: Internet Risks and e-Safety............................................................................................. 208 Session Two: Computer and Smartphone safety.................................................................................. 211 Key Ideas.............................................................................................................................................. 211 Implication for Teaching....................................................................................................................... 213 Self Assessment.................................................................................................................................... 214 Reference Materials.............................................................................................................................. 214 v | Page  Part I- Teaching Biology Module Introduction Dear trainees! Welcome to this module which deals with content, pedagogy and technology related to secondary school biology. The study of living organisms and their essential functions is known as biology. Our scientific understanding of living entities and their interactions with one another and the environment is greatly enhanced by studying biology. The field of biology also includes various domains and current concerns pertaining to the sustainability of life, including the environment, food security and quality, diseases, drug development, climate change, biodiversity, and conservation. This module is intended to develop conceptual understanding, skills in teaching biology and digital skills for improving secondary school biology teachers practice in delivering biology for students. It focuses on difficult concepts and misconceptions, applying different pedagogical techniques and use of technologies so that secondary school teachers will acquaint with knowledge and skills in teaching secondary school biology. This module covers selected challenging biology contents from grade 9-12, effective learner centered pedagogies and technologies in an integrated manner to deliver biology in secondary schools. Moreover, some of the possible misconception that secondary school students face during learning biology will be addressed and different method of teaching strategies and technologies to solve the problem will be suggested. Various literatures showed that there are a variety of instructional strategies that can be used in biology classes to support students' complete understanding of new material and enable them to apply what they have learned in the classroom to answer new questions and solve new problems in their everyday life. These modern strategies foster in the students an interest in learning, creativity and teamwork. Because of its distinct nature, biology may require the use of particular teaching techniques to assist students comprehend the idea, the workings of biology and its nature. In addition to content knowledge of a subject, currently, modern education requires integration of technology and pedagogy in teaching science. Technological Pedagogical Content Knowledge (TPACK) is a framework that assists educators in effectively incorporating technology and pedagogy into their lessons. In order to develop efficient teaching techniques that improve learning, meet the diverse needs and learning styles of students, integrating 1 | Page technology (T), pedagogy (P), and content knowledge (CK) is mandatory. The following figure shows the relationship between them. Figure 1: Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2008) Research indicates that a competent teacher should possess a broad understanding of the subject matter, pedagogical expertise, improved problem-solving techniques, flexibility in accommodating a diverse student body, sound decision-making skills, a better understanding of classroom activities, increased context sensitivity, and a greater sense of respect for their students. But these knowledges alone do not constitute professional competence of teachers. It also includes elements related to motivation, attitudes, and skills that support teaching and learning proficiency. According to a model proposed by Blömeke and Delaney (2012), there are two main components of teachers' professional competence. These are cognitive skills and affective- motivational factors, as shown below. 2 | Page  Figure 2: Professional competence of teachers, Adapted from Blömeke and Delaney (2012) Hence, the contents of this module also contribute for professional development of teachers in their career development. In recent years, scholars emphasized the need of revising in-class activities for meaningful scientific content teaching and developing conceptual understanding focusing on quality (Mintzes, Wandersee& Novak, 2001). In line with this, the Ethiopian government has developed a new curriculum that aligns with the 21 century needs and encourages classroom activities with inquiry based learner centered approaches and started to implement. These needs include updating the curriculum in response to the rapidly advancing field of knowledge, instructional and educational technology, improving relevance and delivery methods. Additionally, the new curriculum also addressed core competencies such as critical thinking and problem solving, creativity, communication skills, teamwork and collaboration, indigenization and digital literacy. Furthermore, the curriculum reform also emphasized on inclusion of pressing and cross-cutting issues such as psychosocial support, gender, indigenous knowledge, 21st century skills, etc. Hence, to implement the new curriculum introducing the teachers about the current curriculum reform are very fundamental ones. As a result, the MoE has chosen to hold an official, 20-day in-person training session for all biology teachers working in secondary schools. This training module is prepared based on a new curriculum started to be implemented in this academic year, 2016. It mainly addresses those concepts identified as challenging to teach from grade 9-12 biology syllabi, text book and teachers guide. A survey study was conducted by experts from ministry of education and the following contents were ranked 1-11 with regards to be challenging to teach in secondary school. These are 1) Characteristics and classification of organisms 2) Human health, nutrition and disease 3) Biochemical molecules 4) Cell reproduction 5) Nature, biology and technology 6) Enzymes, 7) Genetics, 8) Microorganisms, 3 | Page 9) Energy transformation, 10) Evolution and 11) Human body systems. This module is organized in twelve units. The first unit is about the teaching - learning of biology and misconceptions including technology. The remaining Units deal with the contents indicated above. Each unit has its own introduction, objectives, sessions with activities, common misconceptions, key ideas, implication to teaching, takeaway materials and summary and reference. The module mainly focuses on the teaching approaches, assessment strategies and technologies suitable for teaching secondary school biology using contents in the new curriculum. However, this doesn’t mean that only these methods and technologies are suitable for teaching each unit. You can use different active learning method and technologies which you think useful to teach the contents in secondary school biology. Therefore, this training module will help trainees to fill the gap observed in relation to subject matter knowledge, pedagogical knowledge, technological knowledge, motivation, attitudes, and skills and be creative in their endeavors. This training will also be part of the package for the big secondary school teachers’ professional development (TPD) system aimed to produce competent professionals in teaching. We hope that the material provided, the activities, the reflections you made during the training, and the tasks you accomplished will help you to become a better secondary school biology teacher as you go through this module. Reading other relevant materials is expected from you in order to enrich the information contained in this module. Time frame You will be required to spend three weeks with a total of 84 contact hours, 6 hours per day. Wish you all the best training time! Purpose of the Module The main purpose of this module is to enable trainees acquire in-depth understanding of biological concepts in secondary school, different learner centered teaching approaches, assessment strategies and develop digital skills in teaching secondary school biology. In order to attain the main purpose of this module, trainees will be able to: Explain biological concepts in secondary school biology textbooks. Recognize common misconceptions in secondary school biology. Evaluate the contribution of various theories of learning in teaching biology. 4 | Page  Analyze how secondary school students learn biology. Explain the learner-centered methods of teaching secondary school biology. Apply various strategies in teaching secondary school biology. Evaluate the effectiveness of various learner-centered methods of teaching secondary school biology. Apply different technologies in teaching secondary school biology. Practice reflective approaches of teaching of biology. Design a lesson integrating active learning methods and technologies to teach secondary school biology. Implement effective teaching strategies and technologies while teaching biology. Apply indigenous knowledge and locally available resources in teaching secondary school biology Pedagogical Approaches Throughout this module, an active and participatory ways of training will be practiced. The majority of the activities are designed based on the principles of experiential learning and trainees are expected to participate fully in each class because their experiences play a greater role in making the training more effective. Since the trainees are secondary school teachers, this module focuses on how, why and what to teach and expects trainees to learn about teaching based on their own practice. According to Dawit (2023) and Loughran (2006), teaching about teaching and learning about teaching are two interconnected forms of knowledge and practice that form the foundation of teacher education pedagogy. Assessment Recommendations In order to check whether the trainees are equipped with the necessary knowledge, skills, and attitudes or not, both formative and summative assessment methods will be used. The formative assessment will focus on assessment for learning and assessment as learning (self-assessment). 5 | Page  Unit 1: The Teaching - Learning of Biology and Misconceptions (4hr) Introduction This unit aimed at equipping trainees with in-deep understanding of concept related to teaching, learning, way of learning, teaching strategies and technologies. It deals with learning theories mainly behaviorism, constructivism and connectivism with relation pedagogies and technologies used to teach biological concepts in secondary schools. It also addresses common misconceptions, their source, identification and minimizing strategies. Unit outcomes At the end of this unit, trainees will be able to: 1. Compare learning theories with respect to teaching and learning biology. 2. Apply pedagogical approaches and technologies in teaching secondary school biology. 3. Explain how students learn biology in secondary school. 4. Design a lesson by integrating effective teaching strategies and technology to teach secondary school biology. 5. Address individual needs and learning styles by using different teaching methods and assessments. 6. Develop skills to create reflective, engaging and interactive biology lessons. 7. Design mechanism of identifying and minimizing misconceptions to enhance conceptual understandings. Session 1:1 Teaching-Learning and the way Students Learn (1hrs) Session Objectives At the end of this session, the trainees will be able to: 1. Define teaching and learning. 2. Explain how students learn biology. 3. Differentiate between behaviorism, constructivism, and connectivism learning theories. 4. Explain different learner centered teaching approaches. 5. Describe technologies used in teaching learning of secondary school biology. 6 | Page  1.1.1 What is teaching? Teaching is an integral part of the process of education in which one provides assistance to another in order to make learning happen by imparting knowledge and engaging learners in productive activities. There are two ways of understanding teaching: Teaching as a teacher- centered knowledge transmission and teaching as learner-centered assisted knowledge creation. In teacher centered approach, teaching is considered as imparting instruction and knowledge to the learners in a classroom where students are considered to be passive listeners. Where as in learner centered approach, teaching is considered as a learner-centered activity in which the instructor ensures that learning is made possible for learners and supports, guides, and encourages them in their active and independent creation of new knowledge. Teaching is regarded as both an art and science. As an art, it lays stress on the imaginative and artistic abilities of the teacher in creating a worthwhile situation in the classroom to enable students to learn. As a science, it sheds light on the logical, mechanical, or procedural steps to be followed to attain an effective achievement of learning objectives. 1.1.2 What is learning? Learning has been defined in numerous ways by many different theorists, researchers and educational practitioners. Although universal agreement on any single definition is nonexistent, many definitions employ common elements. The definition by Schunk (1991) states that learning is a permanent change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience. In modern view, learning happens when learners construct meaning and their own understandings by interpreting information in the context of their own experiences. 1.1.3 How do Students Learn Biology? There are two prominent learning theories in relation to learning and how learning occurs. These are behaviorism and constructivism. In addition, there is a learning theory known as connectivism that emphasis on the role of connections in the learning process through different technologies. Brain Storming Question On which of the above learning theories does the Ethiopian education system rely? A. Behaviorism 7 | Page Behaviorism is a theory that focuses on how people learn and states that learning occurs form the observation of the environment and responding to it. According to behaviorists, learning is dependent on a person’s interactions with their external environment. As people experience consequences from their interactions with the environment, they modify their behaviors in reaction to those consequences (McLeod, 2015). Because it emphasizes the external environment, behaviorism largely ignores or discounts the role of internal influences such as prior knowledge and emotion (Popp, 1996). To an extent, behaviorists view learners are born as blank slates (tabula rasa) and emphasize the role of the teacher in the classroom. Using rewards and punishments as a basis of conditioning, people slowly learn appropriate behavior. The commonly used method of teaching is teacher centered, lecture method in which learners are passive participants simply expected to absorb the knowledge transmitted by the teacher. Activity - Reflecting on Behaviorism Think of some of your own teaching experiences and try to identify a few examples where you used behaviorism in your teaching experiences and reflect on the following questions: Have you used behaviorism learning theory principles to guide your teaching practice? How? Did you find behaviorism learning theory useful and motivating to you and your learners? Why or why not? B. Constructivism Constructivism learning theory focuses on how students actively create or construct knowledge based on their background, prior experience/knowledge and new experiences and social interaction or collaboration (Mercadal, 2018). Contrary to behaviorism, constructivism acknowledges the role of prior knowledge and the role of the mind in learning, believing that individuals interpret what they experience within the framework of what they already know (Kretchmar, 2019a). The commonly used method of teaching is learner centered method that actively engage learners. 8 | Page  Figure 3. Constructivism learning theory Hence, the role of the teacher in the constructivist classroom is to show students how to construct knowledge, encourage collaboration to share multiple perspectives, inspire self- exploration and inquiry, design authentic experiences and monitor learning. Activity - Reflecting on constructivism Think of some of your own teaching experiences and try to identify a few examples where you used constructivism in your teaching experiences and reflect on the following questions: Have you used constructivism learning theory principles to guide your teaching practice? How? Did you find constructivism learning theory useful and motivating to you and your learners? Why or why not? C. Connectivisim It is obvious that twenty first century is considered as digital era. Connectivism was built on the idea that digital technology brings people together and creates new learning opportunities. 9 | Page  Connectivism accepts technology as a major factor in our learning process. George Siemens (2004) and Stephen Downes (2005) said connectivism begins when an individual turns to digital technology to solve a problem. In fact, this theory promotes the idea that learning can successfully happen through digital channels, including social media (face book, telegram, WhatsApp, you tube, twitter), videos, and blogs, mobile devices, virtual digital libraries, virtual labs, computers, audio-visual aids, computer aided networks, graphics search engines, and multimedia software (Meletiou, Boyatzis, Stavroulaki&Sgouropoulou, 2012). The following figure shows connectivism learning network. Googl Faceboo e k You Telegra tube m Learner WhatsAp Twitte p r Email Podcast Figure. 4. Connectivism network Activity - Reflecting on connectivism Think of some of your own teaching experiences and try to identify a few examples where you used connectivism in your teaching experiences and reflect on the following questions: Have you used connectivism learning theory principles to guide your teaching practice? How? Did you find constructivism learning theory useful and motivating to you and your learners? Why or why not? 10 | Page Key Ideas Behaviorism - when a new behavior is learned, it is the result of a mechanical process that links a stimulus and a response. Teachers have used the strategies of reinforcement and punishment in the classroom to encourage students' desired behavior and discourage their undesirable behavior. Constructivism - the study of how students create their own knowledge. One builds this knowledge via their own experiences and interactions with the outside world. Connectivism - knowledge is created by the learner through making connections between different pieces of information. Students build their own learning networks through the connections they make. Learners will have the ability to access updated content via this interconnected web as it changes. Implications to teaching What new things did you learn from this session? How these learning theories will help you to design and teach biology? How can you help your students benefit from this lesson in your school? Takeaway resources Video link- https://www.youtube.com/watch?v=CyoN6HsZUXA, Reading materials on learning theories (behaviorism, constructivism and connectivism). Session 1.2: Teaching-learning strategies (2:30hrs) Session Objectives At the end of this session, the trainees will be able to: 1. Explain learner centered teaching method. 2. Differentiate between learner centered and teacher centered methods of teaching. 3. Explain technologies used in teaching biology. 4. Apply specific teaching method and technologies to teach biology. 1.2.1 Learner-centered approaches or active learning methods As stated in the above session, teaching-learning methods can be categorized into two types: 11 | Page teacher-centered (behaviorism) and student-centered (constructivism) teaching-learning methods. Scholars criticize that the first type of teaching-learning method is not effective in the 21stcenturybecauseit does not allow learners to actively engage in their learning. Hence, contemporary scholars have recommended the second teaching-learning approaches such as learner-centered or active learning methods that allow learners to actively engage in their learning, construction of knowledge. This approach is based on constructivist learning theory. Constructivism learning theory recommends various teaching learning strategies, learner centered approaches, commonly known as active learning methods. This section focuses on some of these strategies useful to teach secondary school biology. Research shows that active learning is strongly associated with conceptual understanding, problem-solving skills and higher retention rates. The typical learner retention rates for different types of learning activities are illustrated in the learning pyramid indicated below. Figure5. Learning pyramid 1.2.1.1 Types of learner-centered teaching methods The following sections will provide you a brief description of some of the learner centered - active learning methods. 12 | Page Brainstorming - is a strategy or teaching tool used by a teacher in which most or all of the students participate to generate several ideas, respond, and present views on a topic or problem. Think-pair-sharemethod- is a cooperative learning strategy that helps students to think individuallyabout a topic or answer a question then share ideas with classmates to learnconcepts and develop oral communicationskills. The following figure shows the strategy. Figure4.Think– pair –share method Jigsaw method- is a collaborative learning that helps students to cooperate and learn concepts. In a jigsaw method, students in class will be divided into groups as home group, a task will be given and then expert group will be formed. It has the following steps. 1. Allocate students to “home” groups of 4 or 5 students. Provide a task to discuss and share ideas. 2. Give a number or letter to each member in each group. 3. All students with the same number join together to form “expert” groups and discuss on the task given 4. Return students to their “home” group and present to their team members what they have found out. 5. Share with whole class The following figure shows the structure of Jigsaw method, step 1 represents “home” group whereas step 2 represents “expert”groups. 13 | Page  Figure6.Jigsaw group arrangements Debating- is a discussion on a topic in which two or more people advocate opposing positions on the topic or question in an attempt to make an audience (or the other advocates) accept their position. Debates can be organize as shown below: Preparation Divide students into two groups – For and Against. Assign or let students to choose roles in the debate. During debate Write the topics of debate on the board or provide written form. Monitor time limits, participation and debate structure. After debate Open up the debate for comments for all students. Project method-The project method is a collaborative student-centered method facilitated by the teacher. It can be carried out individually or in a group of students for approximately half a week, a week, or even a month or months. At the end of the investigation, the project reports are collected and discussed with the entire class. 7E instructional model -is one of the inquiry based learner centered teaching learning method or an active learning method. This model, as the name implies, consists of seven phases, which are designated after the beginning letter of each phase, with an English letter ‘E’. The7Es stand for: Elicit - to find out what the students know (prior knowledge). Engage -to arouse interest and curiosity and introduce new learning to help the leaners make a prediction or to support the exploration stage. Explore - help to give opportunities for learners to work together following the initial teacher’s in put to solve/explore problems, build concepts through first-hand experience. 14 | Page Explain - help to use what students have discovered to help them build the concept/knowledge further. Elaborate - help to demonstrate learning. Extend - to encourage students to apply or extend the concepts and skills in new situations. Evaluate - help to assess or evaluate the learning. The following figure shows the model Figure7.The7EInstructionalmodel KWLchart-is a teaching learning strategy that helps students organize information before, during, and after a unit or a lesson. It is often used to guide students about a topic through the use of a three columns. K (What they Know) - Students begin by brainstorming everything they know about a given topic, which is recorded under the K column (The first column).W (what they Want to know) - Studentsthengeneratealistofquestionsorconcernsaboutwhattheywanttoknowaboutthe topic, which is recorded under the W column (The second column). L (what they have Learned) - New information that they learn is recorded in the L column (The third column). K W L Laboratory Method- is a practical hands on and minds on approach to teach biology that involves experimental work that follows specific procedures depending on the issue to be investigated. Virtual lab- Virtual labs are online simulations and animation implemented as soft ware 15 | Page programs to learn biology. It allows students to complete laboratory experiments online without having to face physical, face-to-face laboratory activity in a physical classroom. It is a better alterative in schools where laboratory, equipment and chemicals are not available. Examples for this are PhET Colorado website (https://phet.colorado.edu/) and you tube channels. Concept map- is a visual tool that represents how ideas and concepts are related to each other. A concept map can enrich students' understanding of a new concept. Steps to follow: 1.Identify the major ideas or concepts 2.Organize the ideas in to categories. 3.Use lines or arrows on the map to represent how ideas are connected Example of photosynthesis concept map Figure8.Concept map of photo synthesis The inquiry method- is a method in which students are provided with opportunities to investigate at opicora problem. A. Structured inquiry- learners are provided with questions and procedures (methods) B. Guided inquiry- learners are provided with only the research question but design the procedure (methods) to investigate. C. Open ended inquiry- learners form questions, design procedures to carry out the investigation. 16 | Page  The following figure shows inquiry model Figure 9. A model of Inquiry process Integrated science process skill – is a way of investigation through data gathering, interpretation and drawing conclusions. The scientific method is one of the integrated science process skills in which natural world is investigate systematically. The following figure shows the steps in scientific method. Figure10. Scientific method Case study method - is a teaching method that involves the analysis of a particular case, scenario or situation, either real or imagined/constructed for the application of knowledge in similar situations. The case study can be presented as a form of narrative, dialogue, video clipor movie,audio tape,etc. Buzz group method - is a small, intense discussion group that usually involves 4 to5 persons to discuss specific questions or issues for a few minute and then discuss the questions or issues with the whole class and repeat this for different questions/topics. 17 | Page Fieldtrip -is any teaching and learning outside of the classroom to make aconnection between reality and theory. It provides students with a better understanding of the topic as they have learned through their hands-on experience. Fishbowl - is a method of discussion. It has the following steps 1. More students sit in a large circle 2. A smaller group of participants sit inside the circle. 3. Select a moderator 4. The groups around the outside circle act as observers. 5. Anyone sitting inside the fishbowl can comment, offer information, respond to someone else in the center, or ask a question. 6. When someone from the outside circle has a point to make, he or she taps the shoulder of someone in the center and takes that person’s seat. 7. This continues until all the people from the outside tap and replace people on the inside. 8. Process many ideas after the fishbowl exercise. The following figure shows fishbowl group structure Figure11.Fishbowl group arrangement Demonstration-is a process by which the teacher shows or illustrates a skill or a principle for learners in a particular setup. It is used for explaining how to use equipment, how to carry out an experiment, how to solve problem, or how to do anything in a specified way. The teacher demonstrates while the learners observe. Demonstration is necessary when materials are insufficient, activity may be dangerous to the students, time is not adequate, introducing a new skill or concept and to teach manipulative and operative skills. 18 | Page Role play-is a method of teaching in which one or more participants adopt a specified role and try to behave in ways characteristics of a person in that role. The role players use their own experience and creativity to imitate a real life situation. Students act out what they would say or do in a given situation. Other students watch and listen carefully. After the role play, they discuss the performance, situations and questions raised altogether. Experiential learning model- is learning through reflection on doing that enable students actively learn and share their experiences, reflect on its importance, connect it to real world examples and apply the resulting knowledge to other situations. The experiential learning model contains five steps but can be summarized into three main processes: Do, Reflect, and Apply (Figure 12).Reflect is further divided into “Share” and “Process”. Apply is further divided into “Generalize” and “Apply” to have five steps. Figure.12. Experiential learning model The five steps are: 1. Do-is to experience some thing. Students will be provided with experience or activity and perform or do a hands-on, minds-on experience with little or no help from the teacher. 2. Share – students will share their experience and their reaction to the experience or activity, results and observations with their peers after they have completed the activity 3. Process - is discussing, analyzing examining and reflecting on the shared experience. 4. Generalize: is generalizing on implications of experience and how it might be extended to real life. 5. Apply: is applying the newly acquired information or skill in other parts of their lives. 19 | Page Analogy Method - is a comparison of the similarities of two concepts. The familiar concept to learners is called the analog (a house) and the unfamiliar one, that you are going to teach, is the target (cell). Figure 13. Analogy between cell and house 5E Learning Model- inquiry learning model with 5 phases,each starting with letter ‘E’. Engage –the teacher assesses the learners’ prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. Explore - the students have the opportunity to get directly involved with phenomena and materials such as laboratory activities, explore questions and possibilities, and design and conduct a preliminary investigation. Explain –the learner begins to explain their result in exploration phase through presentation. Elaborate - the students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them. Evaluate –assess students understanding and abilities to check their progress toward and attainment of competencies. The following figure shows the 5E model 20 | Page  Figure14. 5E’s learning cycle model Group Discussion -is a teaching strategy in which students collaborate to discuss problems and concepts. In groups, students solve problems and share knowledge. It supports the growth of students' communication, critical thinking, and problem-solving skills. Figure 15. Group discussion The process of discussion consists of topic announcement, preparation for discussion, starting discussion, conducting discussion and presenting results of discussion to the class as shown in the figure below. 21 | Page  Figure 16. Group discussion process Flipped classroom - is a setting in which what is traditionally, done in class is performed at home and vice versa. The students attend classes after they have watched their videos at home. They spend the class hours discussing concepts they find difficult to understand with their teachers and other students. They are indulged in more activities which promote their understanding in a better manner. The availability of videos recorded is a vital factor in a flipped classroom and empowers teachers to facilitate engaging, student-centered learning experiences, especially when teaching complex topics like the inorganic biomolecules of life. Heuristic method - is a pure discovery method of learning biological sciences independent of teachers. It involves students by placing them in the attitude of discoverer aimed at findings instead of being merely told about things. Heuristic method of teaching initiates the students to solve a number of problems experimentally, which is also intended to provide a laboratory- based training exclusively. The basic idea of this method is that students should discover everything they learn from their observations and experiments. As a result, their powers of observation, experimentation and critical thinking and reasoning will develop. Technologies as instructional approach - Technology provides instant accessibility to information, which is why its presence in the classroom is so vital. Smart phones, computers, and tablets are already an omnipresent element of everyday life for students and teachers alike. Integrating simple technologies, online courses, online tools, interactive videos, virtual classrooms, electronic whiteboards, power points, games, internet homework assignments, or online grading systems can be difference maker instructional technologies in students' growth in the classroom. Moreover, locally available technologies, digital channels including social media, forums, videos, personal blogs, mobile devices, virtual digital libraries, computers, audio-visual aids, multimedia, software, etc are important technologies that enhance students learning. The figure below shows examples of instructional technologies. 22 | Page  Figure 17. Instructional technologies Locally available resources -Locally available resources for biology education refer to the materials, tools, facilities, and expertise that are accessible within a particular community or region and can be used to enhance biology learning and teaching. These resources can include natural materials such as rocks, air, plants and animals, as well as human resources such as scientists, educators, and community members who can provide hands-on experiences and real-world applications of scientific concepts. Utilizing locally available resources in science education can help students: make real-world connections to scientific concepts, foster a sense of place-based learning, and promote environmental stewardship. Improvisation is creating, inventing, making a shift of arrangements on materials to prepare equipment from simple, cheap and available materials by both teachers and students. Two types of improvisation Improvisation by substitution – where an already existing material is used in place of equipment that is not available. Improvisation by construction – a student or a teacher construct a new material to teach a lesson when the required material or equipment is not available. Steps 1. Making careful study of the conventional apparatus or experiment 2. Thinking of some low-cost substitutes that may be available in the market 3. Designing the improvised apparatus or experiment 4. Test the improvised apparatus. 23 | Page  5. Making further improvements on the improvised apparatus using the test results 6. Use the improvised apparatus in the laboratory in practice. No Standard equipment Improvised equipment Function 1 Hand lens Electric bulb For magnification 2 Bunsen burner Kerosene stove Source of heat 3 Funnel Plastic bottle open at the base For transferring liquid 4 Plant press Wood/plywood, khaki cloth, shoe b For drawing moisture or water away f uckles, belt rom plants 5 Round bottom flask Electric bulbs For measuring liquid volume 6 Measuring cylinder Graduated feeding bottle For measuring liquid volume 7 Indicators Flower extract As an indicator for acid and base 8 Catching net Mosquito net, wooden ring/iron, thr For collecting insects or catching inse ead, and needle cts 9 Test tube holder Cloth hanger(peg) For holding the test tube 10 Watch glass Cover of Vaseline bottle For stocking and putting specimens 11 Potometer Graduated wood, cardboard, tube or For measuring the rate or speed of pla biro cases, wood stands, wide- nt transpiration mouthed bottles, electronic packs, h ose 12 Clinostat Can of Nido, plank wood, flat wood For demonstrating the direction of pla support, and handle nt growth in response to light Key Ideas In order to encourage deeper comprehension and knowledge retention, learner-centered approaches, active learning methods useful. Engaging students through interactive activities, discussions, and hands-on experiences help for meaningful learning. For effective learning, places students at the center of the learning process, giving them the freedom to investigate ideas and work with classmates. Implications to teaching What new things did you learn from this session? How these methods of teaching and technology will help you to teach biology? Takeaway resources Video link- https://www.youtube.com/watch?v=nkTIYjbiyN0, https://www.youtube.com/watch?v=xxVxgQJwV7w, reading materials on different active learning methods. 24 | Page Session 1.3: Misconceptions in learning biology (30 minute) Session Objectives At the end of this session, trainees will be able to 1. Explain misconceptions. 2. Recognize sources of misconceptions. 3. Apply appropriate teaching strategies and technologies to minimizing misconceptions. Activity Fill the following columns (column 2 and 3) of the table with regards to what you know and what you want to know about misconceptions. Then, after reading the brief description of misconceptions in learning biology given below and fill the fourth column about what you have learned from your reading to check your progress. 1 2 3 4 Topic Whatyouknow Whatyouwanttoknow Whatyouhavelearned Misconceptions 1.3.1 Misconceptions Misconceptions refer to the concepts that have peculiar interpretations and meanings in students’ perceptions that are not scientifically proven to be correct. Literature indicated that students come to school with their own knowledge, idea or concept about biology and learn new ideas by relating them to what they already know, and then transferring them into their long-term memory. However, the knowledge the student come with may not consistent with the knowledge that the scientific community agreed up on. If the knowledge is not consistent with this knowledge, it is considered as misconceptions. These various ideas come from the immediate surroundings of the learners and are then introduced to formal education, beginning in primary school. Every person has a unique 25 | Page perspective on science, regardless of age, culture, or educational background. Misconceptions that students hold stem from their early school years and beyond. Misconceptions regarding the concepts of respiration, ecology, genetics, photosynthesis, circulatory system, energy flow, and classifications are frequently encountered in the field of biology (Tekkaya, 2002). Misconceptions held by students are frequently deep-rooted, barriers to learning, resistant to instruction and persist even after instruction. Correcting misconceptions supports continued academic success, promotes long-term memory and recall and advances comprehensive scientific education. There are different source of misconceptions as indicated in the figure below. Figure 18.Source of Misconceptions For effective learning, identifying and correcting misconception is mandatory. There are different misconceptions identification tools including two tier multiple choice diagnostic test (MCDT) as indicated in the figure below. 26 | Page  Figure 19. Misconception identification tools (MITs) Examples of misconceptions in learning biology A. Some common Misconceptions of Characteristics of Life 1. All living things move 2. All living things have brains and nervous systems 4. Viruses are living organisms 5. All living things need oxygen to survive B. Some common misconceptions of human health, nutrition, and disease 1. Healthy eating is all about avoiding certain foods 2. All fats are unhealthy 3. Natural = Healthy 4. Illness is solely caused by germs C. Some common misconceptions in enzymes 1. Enzymes only catalyze the breaking-down processes 2. The rate of enzymatic reaction decreases because enzyme molecules are used up D. Some common misconceptions in genetics 1. Diploid (2n) cells are formed as a result of meiosis. 2. DNA replication takes place only in the meiosis process. 3. A dominant trait is the most likely to be found in the population. 4. If your dad is bald, you will be bald too. E. Some common misconception of cells 1. All cells are microscopic 27 | Page Key Ideas Biology misconceptions are frequently caused by past encounters, individual convictions, intuitive reasoning, a lack of comprehension of scientific ideas, oversimplified explanations, and cultural influences. Even after being exposed to accurate information, these preconceived conceptions may endure, making it difficult to properly understand and apply scientific principles. Targeted and deliberate approaches are needed to address misconceptions in order to encourage critical thinking, correct scientific understanding, conceptual change, and improved scientific comprehension among students. Implications to teaching What new things did you learn from this session? How identifying misconceptions will help you to teach biology? Takeaway resources Video link - https://www.youtube.com/watch?v=t5j25pDB_O4, Reading materials on different misconceptions Unit Summary Teaching and learning process are integral part of education for achieving educational goals. Behaviorism is a learning theory that is based on the notion that all behaviors are learned through interactions with the environment, or conditioning. The view held by behaviorists is that only observable behavior should be investigated since environmental stimuli influence our behavior. Constructivism is a learning theory that places a strong emphasis on students actively creating their own knowledge and understanding. It implies that students can only create meaning by actively participating in the world and instead of being passively absorbed, knowledge is constructed. Connectivism is relatively new theory of learning proposes that students should use contemporary technology to integrate their ideas. It suggests that learning happens online through peer networks and acknowledges the importance of digital tools and the internet in education. There are varieties of learner-centered strategies that prioritize the needs, abilities, interests, and learning styles of students. 28 | Page  Unit 2: Teaching Characteristics and Classification of Organisms (3hrs) Introduction This unit aimed at equipping trainees with in-deep understanding of concept related to living things and the way of delivering these concepts using appropriate teaching strategies and technologies. This unit deals with the characteristics of living things, classification of living things, taxonomic hierarchies of living things and appropriate pedagogies and technologies used to teach these biological concepts. The pedagogical approach used in unit is learner centered approaches mainly using 7E instructional model and cooperative learning through group discussion. The Unit also tries to address some misconceptions in characteristics of living things, classification of living things and taxonomic hierarchies of living things. Unit outcomes At the end of this Unit, the trainee will be able to: 1. Explain characteristics of living things 2. Demonstrate classification and hierarchy of organisms 3. Identify specific teaching method and technologies resources to teach the concepts characteristics of living things and classification. 4. Design a lesson using appropriate teaching method and technology to teach the concept characteristics of living things and classification. 5. Apply specific teaching method and technologies to teach the concepts of life and characteristics of living things. 6. Identify misconceptions in learning characteristics of living things and classification Session 2.1: Teaching Characteristics of Living Things (1:30hr) Session Objectives At the end of this session, the trainee will be able to: 1. Explain characteristics of living things. 2. Design a lesson using 7E instructional model and technologies to teach the concept of life and characteristics of living things. 3. Identify misconceptions in learning characteristics of living things. 29 | Page Activities 1 NB- This activity is designed based on 7E instructional model developed by Arthur Eisenkraft (2003). Practicing teaching of characteristics of living things by using 7E instructional model. 1. Elicit phase In this phase you are expected to answer the following questions based on your experience to reflect what is in your mind. 1. What they knew about life and characteristics of living things? 2. How they taught these topics in your school so far? 3. What technologies they did apply in teaching these concepts? 4. What kind of misconception they identified? 2. Engagement phase Think and answer the following question to focus your attention to the activity. When is something alive? A car moves, consumes oil, uses O2 for combustion of fuel and release smokes (CO2). Water and wind moves. Plants do not move freely. Do these processes signify life? see this video link https://www.youtube.com/watch?v=juxLuo-sH6M 3. Exploration phase Form three groups and investigate the following characteristics of living things based on your experience, textbook and the figures below and discuss. Group 1- reproduction, metabolism, and ordered complexity. Group 2- response (sensitivity), growth, cellular structure and composition. Group 3 - adaptation, homeostasis, and excretion. 30 | Page 4. Explanation phase after investigating and discussing the concept in your group, Present to the whole class what you discussed. Explain each characteristic with examples. While presenting and explaining, try to identify misconception if present, evaluate your conceptual understanding. 5. Elaboration phase In this phase, your trainer will create an opportunity for you to reflect on misconception and conceptual understandings correct if the misconceptions are persistent and problems in conceptual understanding 6. Evaluation phase After correcting the misconceptions and fulfilling your conceptual understanding gaps: 1. conduct a self- assessment - assessment as learning. Answer questions given by your trainer on content, pedagogical and technological aspects related to the lesson assessment for learning. 7. Extension phase after completing the session, apply your knowledge and relate to your day to day life by Observing and identifying things in your surroundings (home, school, university and village) and study characteristics of living things that distinguish from non-living things. Explaining the importance of studying characteristics of living things for your real life. Activity 2 31 | Page  Be in group and design a lesson on taxonomic hierarchy of living things in the text book based on the above 7E instructional model. Key Ideas Energy is needed by living things to perform vital functions like growth, reproduction, and movement. Living things use mechanisms of temperature regulation to keep their internal environments stable. Living things have the ability to change and evolve over time in response to their surroundings. Living organisms have the ability to reproduce and transmit genetic information to their progeny. Adaptations in the environment can be reflected in the behaviors or physiological processes of living things. The 7E instructional model is a student-centered teaching learning approach. Some common misconceptions about the characteristics of living things are: All living things move. Only complex organisms are alive. All living things need oxygen to survive. Viruses are truly alive. The truth is a debated topic. Viruses share some characteristics of living things, like reproduction, but they cannot carry out all life functions on their own and rely on a host cell to survive. Therefore, they are often not considered truly "alive" in the traditional sense. Implications to teaching What new things did you learn from this session? How 7E instructional method of teaching and video links will help you to teach other biology topics? How can you help your students benefit from this lesson in your school? Takeaway resources Video link - https://www.youtube.com/watch?v=juxLuo-sH6M, Reading materials example model of instruction (7E). Session 2.2: Teaching Classification of Organisms (1:30hr) Session Objectives 32 | Page At the end of this session, the trainee will be able to: 1. Explain how organisms are grouped based on shared characteristics. 2. Describe the concept of binomial nomenclature and its role in scientific classification. 3. Identify specific teaching method, technologies and locally available resources to classification of organisms. 4. Design a lesson using heuristic method and technology to teach the concept of classification of organisms. 5. Apply heuristic method and technology to teach the concept of classification of organisms 6. Identify common misconceptions about classification of organisms. Activity 1 NB- This activity is sample lesson plan to teach classification of living things and taxonomic hierarchies using a heuristic method. Practicing teaching of classification of organisms usingheuristic method as presented below through collaborative work. 1. Introduction Provide brief introduction about the diversity of life on Earth, the importance of classifying living things for scientific understanding and communication, the concept of taxonomy and taxonomic hierarchies and binomial nomenclature. 2. Heuristic Classification Make small groups. Look at pictures or descriptions of different organisms (e.g., animals, plants, fungi etc). Classify the organisms into broad categories (e.g., animals vs. plants) based on observable characteristics (e.g., presence of chlorophyll, mobility). Discuss your reasons and share your classifications with the class. Conduct mini-lecture or you can use video on the topics of taxonomic hierarchies including the concept of taxonomic hierarchies (e.g., domain, kingdom, phylum, class, order, family, genus, and species), examples of how organisms are grouped into these hierarchical levels and discuss the Linnaean system of classification and its historical significance. 33 | Page 3. Practicing in classifying unknown organisms using taxonomic key Use a picture or description of unknown organisms Create a simple taxonomic key (dichotomous key) to identify and classify the organisms. Use the following sample. Figure - Example of dichotomous key Emphasize the importance of using observable characteristics (e.g., presence of wings, number of legs) to guide the classification process. 4. Conclusion Recap the main points discussed during the lesson. Highlight the role of taxonomy in understanding biodiversity and evolutionary relationships. Explore more about specific taxonomic groups (e.g., mammals, birds) on their own. 5. Assessment Write a short paragraph about a specific taxonomic group (e.g., reptiles, flowering plants). Show dichotomous key of different groups of animals and plants Key Ideas This lesson plan utilizes a heuristic method by allowing students to discover the concept of classification and taxonomic hierarchy through a hands-on sorting activity. This approach fosters a deeper understanding and encourages students to think critically about how living things are organized in the natural world. 34 | Page  It helps to encourage active learning and discovery, develop critical thinking and problem-solving skills, promote collaboration and communication among trainees/students and makes learning more engaging and memorable. Biological classification is like a giant filing cabinet for living things. It's a system for organizing organisms into groups based on their shared characteristics. This system helps us understand the relationships between different species and navigate the vastness of the natural world. All living things are divided into three domains based on genetic similarity: Archaea (archaebacteria): Very ancient prokaryotic microbes without a nucleus, Bacteria (eubacteria): More advanced prokaryotic microbes, and Eukarya (eukaryotes): Includes all life forms with eukaryotic cells (plants, animals, fungi). Eukaryotic cells have a nucleus. Binomial nomenclature is term for the two-part scientific naming system. Binomial nomenclature ensures clear communication among scientists worldwide, eliminating confusion caused by common names that can vary by region or language. Some common misconceptionabout taxonomic classification of organisms include: Only physical features are used to classify organisms. The classification of organisms does not change. Amphibians and reptiles are not vertebrates. Implications to teaching What new things did you learn from this session? How heuristic method of teaching and technology will help you to teach other biology topics? How can you help your students benefit from this lesson in your school? Takeaway resources Video link https://www.youtube.com/watch?v=nB6exRHHPrY&pp=yg https://www.youtube.com/watch?v=sMg_3NY76UE&pp=yg reading materials Heuristic method of teaching Summary 35 | Page  All living things: are made up of cells, which can be unicellular or multicellular. have structures and parts with specialized functions. reproduce, which can be sexual or asexual. grow and develop over time. adjust and respond to changes in their environment. Living things are classified in to five kingdoms. Living things are classified into a hierarchy from kingdom down to species. Given each species a two-part Latin name indicating its genus and speciesiscalled Binomial Nomenclature. Dichotomous Keys are used to identify organisms based on a series of choices that lead the user to the correct name of a given item. The heuristic method is a student-centered approach that actively encourages learners to explore and discover knowledge through problem-solving and inquiry-based learning. The 7E instructional model is an inquiry-based instructional model rooted in the theory of constructivism Unit 3: Teaching Human health, nutrition and disease (5hrs) Introduction This unit aimed at equipping trainees with in-deep understanding of concepts related to human health, nutrition, and disease and the way of delivering these concepts using appropriate teaching strategies and technologies. It deals with food, nutrition, nutrients, balanced diet, nutrients deficiencies,infectious and non-infectious diseases and appropriate pedagogies and technologies used to teach these biological concepts. The pedagogical approach used in this unit is learner centered approaches mainly using small group discussion and case studies. It also tries to address some common misconceptions in learning human health, nutrition, and disease. Unit outcomes At the end of this unit, the trainee will be able to: 1. Explain nutrition, balanced diet and nutrients deficiencies in human being. 36 | Page  2. Describe infectious and non-infectious diseases and treatment mechanisms. 3. Identify specific teaching method and technologies to teach the concepts of in human health, nutrition and diseases. 4. Design a lesson using appropriate teaching method and technology to teach the concept of in human health, nutrition and diseases. 5. Identify misconceptions in learning in human health, nutrition and diseases. Session 3.1: Teaching Food, Nutrition and nutrients (1:30hr) Session Objectives At the end of this session, the trainee will be able to: Explain concepts of food, nutrition and nutrients. Design a lesson using small group discussion and specific technology to teach food, nutrition and nutrients. Apply small group discussion and specific technologies to teach secondary school biology. Identify misconceptions in learning food, nutrition and nutrients. Activity Make six small groups using your own creative ways of group formation and answer the following questions before discussing in groups. What do they know about food, nutrition, nutrients, and balanced diet and how you taught these concepts to your students before in your school? See video link -https://www.youtube.com/watch?v=SFE1DfAlipo, Then, each group should take one of the following topics and discuss in details as indicated below. Select a group leader involving both male and female. Group 1. Carbohydrates Group 2. Proteins Group 3. Lipids Group 4. Vitamins Group 5. Minerals Group 6. Water During discussion use the following guiding questions. What are these nutrients? 37 | Page  What are their roles in our body? How does our body get them? After discussion, each group is expected to present for the whole class and reflect on their presentation, identify misconceptions and provide feedback. Assessment Conduct self- assessment - assessment as learning. Answer questions raised by trainer on food, nutrition and nutrients, small group discussion and technological aspects related to the lesson. Key Ideas The three main macronutrients—fats, proteins, and carbohydrates—and how they support different physiological processes, aid in tissue growth and repair, and provide energy. Micronutrients, such as vitamins and minerals, emphasize the variety of nutrient sources for comprehensive nutrition by supporting immune function, metabolism, bone health, and general vitality. Common Misconceptions 1. Water is not nutrient. 2. Fat-free means healthy. 3. Supplements can replace a healthy die. 4. Sugar is bad for you. 5. Organic is healthier than non-organic. Implications to teaching What new things did you learn from this session? How small group method of teaching and technology will help you to teach other biology topics? How can you help your students benefit from this lesson in your school? Takeaway resources Video link- https://www.youtube.com/watch?v=SFE1DfAlipo, https://www.youtube.com/watch?v=inEPlZZ_SfA Reading materials on different misconceptions. Session 3.2: Teaching Balanced diet and Nutrients deficiencies (2hrs) 38 | Page Session Objectives At the end of this session, the trainee will be able to: Explain concepts of balanced diet and nutrients deficiencies. Design a lesson using case study method and specific technology to teach balanced diet and nutrients deficiencies. Apply case study method and specific technologies to teach balanced diet and nutrients deficiencies. Identify misconceptions in learning balanced diet and nutrients deficiencies. Activity 1 Make five groups using your own creative ways of group formation and answer the following questions before discussing in groups. What do they know about balanced dies and effect of nutrient deficiencies on human health? How can we make healthier food choices when eating? What is your experience in choosing healthier food when eating? Then, each group should take one of the following cases as indicated below and discuss in groups. Group1. Case 1- Student X is a fourteen-year-old student who enjoys playing basketball and soccer. He comes from a low-income family where there aren't many nutrient-dense meals, which accounts for his lack of energy and emaciated appearance. His friends have noticed that over the past few months, he has become noticeably thinner with little muscle, old-looking face, exhausted all the time, and has had trouble focusing in class. His clothes seem baggy on him because he has lost weight. Discussion Points What type of deficiency does student X is suffering from? What do you think about the cause of this deficiency? How do you solve this problem? What do you recommend for his family or government? Group2. Case 2- Thirteen-year-old student Y is a student who loves to dance and participate in school performances but her growth is limited in relation to age and has dry or flaky skin, swelling of leg and abdomen, and changes of the hair color, weakness and 39 | Page irritability. She lives in an area affected by drought. Because of food scarcity, her family's diet consists mostly of starchy foods like cassava and maize, and her health is deteriorating. What type of deficiency does student Y is suffering from? What do you think about the cause of this deficiency? How do you solve this problem? What do you recommend for his family or government? Group 3. Case 3- Student A is a fifteen years old, and she follows a vegetarian diet. The student is a talented athlete and an enthusiastic swimmer. Her coach observes a decline in his athletic performance as a result of fatigue, and she looks pale and has much less energy than usual. She has been having severe exhaustion feeling weak and irritable, lightheadedness, and dyspnea during practice sessions. Finally, her sudden weakness makes it difficult for her to engage in sports. What type of deficiency does disease student A is suffering from? What do you think about the cause of this deficiency?? How do you solve this problem? What do you recommend for his family or government? Group 4. Case 4- A three years old child frequently spends a lot of time in home. During a routine check-up, his doctor notices a slight bowing in his lower limbs, and he also reports leg pain and stiffness. What type of deficiency disease does this child is suffering from? What do you think about the cause of this deficiency? How do you solve this problem? What do you recommend for his family or government? Group 5. Case 5- Over the past week, student A, a 14-year-old outdoor enthusiast, has been camping and has primarily consumed meals without vegetables and fruits. While camping, she experiences bleeding and swollen gums, joint pain, and unrelated bruises on her skin. What type of deficiency disease does this student is suffering from? What do you think about the cause of this deficiency? How do you solve this problem? What do you recommend for her family or government? 40 | Page  After discussion, each case study it is expected to present for the whole class, identify misconceptions and provide feedback. Assessment Conduct self- assessment - assessment as learning. Answer questions raised by trainer on balanced diet and nutrients deficiencies. Activity2 Make a group and design a case study for malnutrition (stunting and obesity). NOTE Marasmus is caused by inadequate consumption of carbohydrate. Treatment options include gradually reintroducing food, such as nutrient-dense, high-protein, high-calorie foods, and supplementing with vitamins and minerals as needed (case-1). Kwashiorkor is brought on by a diet low in protein. Treatment options include introducing foods high in protein gradually, maintaining a balanced diet, and, in extreme cases, seeking medical attention (Case 2). Anemia, a disorder that lowers the blood's ability to carry oxygen because of the less hemoglobin in the body. It can be brought on by a lack of iron and vitamin B12. Depending on the underlying cause, treatment options may include iron or vitamin supplements, dietary modifications, or medical interventions (Case 3). Rickets disease is a vitamin D deficiency. It is brought on by a diet low in vitamin D, calcium, phosphorus, or by not getting enough sunlight, which aids in the synthesis of vitamin D (Case 4). Scurvy is a vitamin C deficiency. It results from a diet deficient in vitamin C from fruits and vegetables. The symptoms can be reversed by taking vitamin C supplements and eating foods high in vitamin C, such as broccoli, tomatoes, and citrus fruits (Case 5). Key Ideas Eating a balanced diet that includes a range of foods from various food categories can guarantee that you are getting the nutrients you need for good health and wellbeing. The absence of vital nutrients in the diet leads to deficiency illnesses. To avoid the onset of deficiency disorders and to preserve optimum health, eat a balanced diet full of vital nutrients. 41 | Page  Deficiency diseases arise when a particular nutrient is absent in the quantities necessary for the body to operate and be in optimal health. It includes Marasmus, Kwashiorkor, Anemia, Rickets and Scurvy. Common Misconceptions on balanced diet and nutrients deficiencies are:- Healthier food is without fat. Vegetarian diets are protein free. Only developing countries are affected by deficiency diseases. Supplements can fully prevent deficiency diseases. Deficiency diseases only affect certain age groups. Over weight is due to eating enough balanced diet. Exclusive eating meat regularly makes our body healthy and strong. Implications to teaching What new things did you learn from this session? How case study method of teaching and technology will help you to teach other biology topics? How can you help your students benefit from this lesson in your school? Takeaway resources Video link https://www.youtube.com/watch?v=NqV1Ig4_nfI, https://www.youtube.com/watch?v=gHXQm8QCPeY, https://www.youtube.com/watch?v=z0LAOQyk5hU, https://www.youtube.com/watch?v=wrDX3dNQSBg Sample case studies method of teaching. Reading materials on deficiency diseases. Session 3.3:Teaching Infectious and Non-infectious diseases (1:30hr) Session Objectives At the end of this session, the trainee will be able to: Describe concepts of infectious and non-infectious diseases. Apply jigsaw method to teach infectious and non-infectious diseases. Practice specific technologies to teach the concepts of infectious and non-infectious diseases. 42 | Page  Design a lesson using jigsaw method and specific technology to teach infectious and non- infectious diseases. Identify misconceptions in learning infectious and non-infectious diseases. Activity 1 Based on your prior knowledge answer the following questions. What do you know about infectious and non-infectious diseases? Show the video link https://www.youtube.com/watch?v=9axOFtPqS0c Using jigsaw method, make seven groups each having six members, called home groups. Then, give number for each member in the group starting from number 1 for each group (i.e. 1- 6 for each group). Give each home group one of the infectious diseases as shown below and let you to discuss for. Group 1. HIV, Group 2. TB, Group 3. Malaria, Group 4. COVID-19, Group 5. Amebiasis, Group 6. Giardiasis Group 7. Typhoid. What do you know about each disease and your experience of this disease Then, you can also go through the following guided questions which help to facilitate the discussions within each group. 1. What are the causes of the each infectious disease? 2. What are the symptoms of each infectious disease? 3. How do these infectious diseases spread from person to person? 4. What are the prevention and treatment mechanisms? After you discussed the disease assigned to you, all members assigned with number 1 should sit together and follow the same procedure for number 2, 3, 4 , 5, 6 so that you can have 6 groups each having 7 individuals, 1 from each group(1- 7). These 43 | Page  are expert groups because they know everything about cause, symptom, transmission and treatment of the disease. Each group members should share their discussion for the members of the group. After all expert groups have shared their findings, you need to have a discussion with whole-class by emphasizing the following points: ▪ Compare and contrast the diseases. ▪ Discuss commonalities and differences in causes, transmission, and prevention. ▪ Address misconceptions and clarify doubts. Assessment Conduct self- assessment - assessment as learning. Answer questions raised by trainer on infectious and don-infectious diseases, Jigsaw method and technological aspects related to the lesson. Activity 2- Design a lesson for non-infectious diseases using Jigsaw method. Key Ideas Pathogens such as bacteria, viruses, fungi, or parasites etc. cause infectious diseases and can spread from person to person through contaminated food, water, air, or vectors. Influenza, tuberculosis, HIV/AIDS, malaria, and COVID-19 are typical instances of infectious diseases. The symptoms of infectious diseases can differ greatly based on the particular pathogen, but fever, exhaustion, coughing, diarrhea, and rash are often among them. Vaccination, proper hygiene (hand washing, for example), and safe food and water practices are some ways to prevent infectious diseases. Depending on the kind of pathogen causing the infection, therapeutic interventions for infectious diseases may include the use of antibiotics, antivirals, antifungals, or anti- parasitic drugs. Common misconceptions TB is a disease caused by cold weather. Vaccines are harmful. Vaccine is a medicine to cure infectious disease. Antibiotics can treat all infectious diseases Implications to teaching 44 | Page  What new things did you learn from this session? How Jigsaw method of teaching and technology will help you to teach other biology topics? How can you help your students benefit from this lesson in your school? Takeaway resources Video link https://www.youtube.com/watch?v=9axOFtPqS0c, https://www.youtube.com/watch?v=2JWku3Kjpq0, Jigsaw method model reading materials on infectious diseases Unit Summary Human health is profoundly influenced by nutrition, which plays a critical role in our overall well-being. Good nutrition is associated with numerous benefits but malnutrition poses significant threats to human health. Adequate nutrition is essential for optimal body function, and severe nutritional inadequacy can lead to disease and even death. Deficiency diseases are health issues that arise due to the lack of essential nutrients in one’s diet over an extended period. Infectious diseases are disorders caused by organisms such as bacteria, viruses, fungi, or parasites. The case study method involves an in-depth, detailed examination of a subject (the case), as well as its related contextual conditions. The jigsaw method is a cooperative learning technique with a three-decade track record of successfully reducing racial conflict and increasing positive educational outcomes. Group discussion is a form of cooperative learning and collective problem-solving where participants engage in dialogue to reach a conclusion or to exchange ideas. Unit 4: Teaching Biochemical molecules (3hrs) Unit Introduction This unit aims at helping trainees to establish understandings of what biological molecules are, and how would they teach these concepts for biology. The general classification of the biological molecules that are divided into two categories: inorganic and organic. It also talks 45 | Page about how they affect cell structure and function. Unit outcomes After completing this unit, trainees will be able to: Conduct experiments to identify nutrients in different foodstuff. Classify nutrients in to inorganic and organic biochemical molecules. Explain the functions of inorganic and organic biochemical molecules. Appreciate why Ethiopians use malting seeds to make local drinks (Tella, Areke). Recognize specific teaching method, technologies and locally available resources to teach the concepts of biochemical molecules. Identify misconceptions in the concepts of biochemical molecules Session 4.1: Teaching inorganic biochemical molecules (1hr) Session Objectives At the end of this session, the trainees will be able to: 1. Identify inorganic biochemical molecules. 2. Explain functions of inorganic biochemical molecules. 3. Design a lesson using Flipped Classroom approach and technologies to teach inorganic biochemical molecules. 4. Apply Flipped Classroom approach to teach the concepts of inorganic biochemical molecules. 5. Recognize misconceptions in the concepts of inorganic biochemical molecules. Activity This activity is designed based on the Flipped Classroom approach for teaching inorganic biochemical molecules. This method is particularly effective for complex topics like inorganic biochemical molecules. The steps of the activities are as follows. I. Pre-Class Learning 46 | Page  Use reading materials (textbooks), videos, and locally available resources about inorganic biochemical molecules before the class at your home. This allows you to fami