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Teacher(s) CHARIKA Subject group and course GROUP -4 /BIOLOGY

Course part CELL BIOLOGY-introduction to cells ,ultra structure of cells, SL or HL/Year1or2 SL / Year 1
Dates Nov – 2017 to Dec
and topic membrane structure, membrane transport, the origin of cells, cell 2017
division.
Unit description and texts DP assessment(s)for unit
Looking for trends and discrepancies, ethical implications/research. Development Assignments : Use of stem cells in medical field, Drawing of the ultra structure of eukaryotic
in scientific research following invention of electronic microscope led to greater and prokaryotic cells based on electron microscope , Definitions and related concepts. – To
understanding of the cell structure. Using models as representations of real world. assess prior knowledge of the content.
Use of experimental designs. Testing the general principles that underlie the Online Multiple choice test : Questions based on the experimental skills and techniques. For
natural world .Serendipity and scientific discoveries. the applicatory questions related to the functions of cell.
Text: Educating for Global Citizenship: A practical guide for schools. Cardiff Practical : Scientific Investigation, Investigation studies, Practical studies.
,UK,IBO.

INQUIRY: Establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

To Investigate function of life in Paramecium and Photosynthetic unicellular organism.

To encourage students to use microscope to investigate the structure of cells and tissues, with drawing of cells.

To encourage the students for further studies in subjects such as prognostic tool development, chemotherapy, organ donation.

To apply the concept of cell biology in the fields like research, molecular biology, medicine.

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 ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the
unit. Aim for a variety of approaches to help facilitate learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
• Introduction to cells
• Ultra structure of cells ✔Lecture
• Membrane structure
• Membrane transport Socratic seminar
• The origin of cells
• Cell Division ✔Small group/pair work
Power Point lecture/notes
✔Individualpresentations
Students will develop the following skills.
Group presentations
• To draw the structure of cells Student lecture/leading
• To analyze the difference between eukaryotic and prokaryotic cells ✔Interdisciplinary
• To investigate the various differences among cell structures.
• To examine the different types of cells learning
• To use and magnify the electron microscope Details:
Other/s:

Formative assessment:

Paper 1: Section A
Compulsory short answer questions on cell theory.
Compulsory short presentation on ultra structure of cells.
Compulsory short answer on membrane structures, membrane
transport, cell division.

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 Summative assessment:
Paper 1 : Section B
Students will grasp the following concepts:
Compulsory extended answer questions (Unit test) covering the whole
• Cell theory unit
• The evolution of multicellular organisms .
• Cell specialization and cell replacement
• Eukaryotic cells have much more complex structure than prokaryotes.
• The structure of biological membrane makes them more fluid and dynamic. Differentiation:
• Membranes controls the composition of cells by active and passive transport.
• Cell division is essential but must be controlled. ✔Affirm identity—build self-esteem
✔Value priorknowledge
✔Scaffold learning
✔ Extend learning
Details:

Approaches to learning(ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL , please see the guide.
✓ Thinking
Social
✓ Communication

✓ Self management skill

Research

Details:

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 Language and learning
Check the boxes for any explicit language and
learning connections made during the unit. For more
information on the IB’s approach to language and
learning, please see the guide.
TOK connections CAS connections
Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
made during the unit If you check any of the boxes, provide a brief note
in the “details” section explaining how students
engaged in CAS for this unit.

✔Activating background knowledge ✔Personal and shared knowledge Creativity

✔Scaffolding for new learning ✔Ways of knowing ✔Activity
✔Acquisition of new learning through practice ✔Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:

Resources
List and attach(if applicable)any resources used in this unit

Text: Educating for Global Citizenship: A practical guide for schools. Cardiff ,UK,IBO.
Video: function of plant and animal cells. https://www.youtube.com/watch?v=URUJD5NEXC8
Video: https://www.youtube.com/watch?v=ZyWYID2cTK0 part 1
Video: https://www.youtube.com/watch?v=DSfkBzOy_YE&t=9s part 2

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Stage3:Reflection—considering the planning, process sand impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit(content ,assessment, List the portions of the unit(content ,assessment, List any notes ,suggestions, or considerations for the
planning)that were successful planning)that were not a successful as hoped future teaching of this unit

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