Biology Model/ICT Activity and Justification Assessment Task and Rubric

The learning outcomes outlined in the Biology syllabus on enzymes seems overwhelming to a new teacher. Studying the role of enzymes in metabolism, describing their chemical composition and using a simple model to describe their specificity on substrates, not to mention investigating the effects of temperature on the enzymes would simply leave a teacher stunned in thinking of ways and means to teach the unit to a high school class.
The ICT Model presentation proposed is a combination of an interactive lecture and first hand investigation. The lecture portion initiates students into the rich information about enzymes complete with detailed illustrations to help them interact with the graphic and visualize enzymes, thus aiding in their retention of the concept. With the right timing of clicking for animation effects, the student’s attention and interest may be held for a prolonged period of time. Science concepts may be difficult to grasp for most students, but the way information is presented in this ICT takes into account various learning styles of the students.
The first hand investigation part guides the students through an experiment with a step by step process. Being able to do each step together as a class helps them follow directions accurately and compare outcomes of their moves with each other. The exchange of information in every step is a rich experience that binds the whole group together instead of segregating them into competition.
The whole presentation attempts to address most of the intelligences in Gardner’s Multiple Intelligence theory (Gardner, 1983). It involves most of the senses of the learners making them fully engaged in the material. In traditional biology classes, information is usually delivered by the teacher verbally delivering a lecture with limited visual aids. This ICT model may be presented by the teacher or a chosen student, according to the learning pace of the class. Supplemented by text, the