Their research and learning is guided by a series of optional activities and they are able to take a quiz at the completion of their perusal to test their knowledge retention.

Their perusal is accompanied by visual aids, videos, images, written explanations, a variety of activities and a feature that collates information to create a summary of plant and animal cells.

Each tour takes students through a 3D 'map' of the chosen biological concept and explains features and functions along the way.

This facilitates student-led learning, allows students to work at their own pace and combines visual and written resources to appeal to multiple brain regions.

• Science education advocacy;

• Science-specific resource development and delivery for subscribed teachers;

• Professional Development courses;

• Program Management;

• Advice and collaboration between science educators Australia-wide.

Students can manipulate the conditions of the laboratory, design their own experiment, select the variables and complete the experiment entirely virtually.

This eliminate risk assessments, risk reports, laboratory and equipment reservations etc.

For example - a vegetable garden/green house setup for optimal plant survival, a 3D model of a cell, a robot that tends to plants for minimal human interference (this is PBL learning - a solution to the real-world problem of the increasingly busy lives of humans impacting their ability to grown their own produce, keep their gardens thriving etc.).

Critical and Creative Thinking

·       Inquiring

-          Identify, process and evaluate information

-          Develop questions

·       Generating

-          Create possibilities

-          Putting ideas into action

·       Analysing

-          Interpret concept ands problems

-          Draw conclusions and provide reasons

-          Evaluate outcomes and actions

Digital Literacy

·       Investigating

-          Acquire and collate data

·       Creating and exchanging

-          Create, communicate and collaborate

-          Respect intellectual property

Literacy

·       Reading and viewing

-          Understanding texts

·       Speaking and listening

-          Interacting

Intercultural Understanding

·       Reflecting on culture and cultural diversity

-          Examine cultural perspectives and world views

Ethical Understanding

·       Responding to ethical issues

-          Explore ethical issues

-          Making and reflecting on ethical decisions

-          Explore ethical perspectives and frameworks

Personal and Social Capability

·       Social awareness

-          Community awareness

Numeracy

·       Statistics and Probability

-          Interpreting and representing data

Students use their devices - either phone or laptop - to download a QR code that they use to play the game. This creates an element of fun into the lesson.

Results of the quiz are then automatically collated from each student and provided to the teacher for ease of viewing.

What does a plant need to survive? Why? Do different types of essential nutrients effect plant growth, thrival and survival?

This type of digital activity allows students to visualise the cell as a whole whilst learning about each organelle and its function. Traditionally, students would be flicking backward and forwards in a book to locate the organelle function whilst trying to remember the image of the cell as a whole.

This modifies curriculum content to transform learning.

As a teacher, I would implement this resources in a series of lessons focused on problem based learning. Think - your students are now scientists in the 1800s and the 3D digital cell is their view through a microscope. They have discovered these marvelous, microscopic units of life with 'compartments'. But what are these 'compartments'? And why are animal cells slightly different to plant cells? The scientists must use their microscopes to explore these units of life and present their findings to their colleagues at a science conference in a weeks time.