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IB Diploma Programme IBDP Biology Unit Planner Start: Mid Aug Grade Level: 11 / Bio1 Unit Plan 01 End: Mid Sept The Nature of Biology Teacher: TaylorUnit Question: “How does Biology work?”Key Concepts in Biology (explicitly addressed) Significant Concept(s) Biological conventions and concepts are connected Structure & function Equilibrium within systems Universality vs diversity Evolution Through observation of biological methods and conventions we can make these connections and learn more about life on EarthArea of Interaction / Global Contexts Content (topics) summary(give subtopic code and title) Community & Service This AOI will be explored through 1.1 Statistical analysis Environments inquiry into Linnean naming systems 5.5 Classification Health and Social Education and the statistical treatment of data Human ingenuity within the class. 5.4 EvolutionSummative Assessment/ Culminating Task(s) Content/ Exam Internal Assessment CriteriaTask & Description preparation Design DCP CEUnit test: The Nature of Biology (Part 1 on Quia, Part 2 on paper: DBQ, SA, ER) xWho reacts faster? T-test labs of reaction times comparing groups of students. x xWeekly 8-mark questions (extended response practice) xStudent GoogleSites project xMaking ConnectionsLinks with ToK(possible links – can it be communicated to ToK teachers?) How can this unit support or be supported by other subject areas? Introduction to the sciences as an area of knowledge Discussion of ethical issues regarding animal experimentation Links to statistical analysis topics in Math & Math Studies policy and the use of data in investigations What is significant? Hypothesis, fact and theory in Biology.Developing the Lifelong Learner: Approaches to Learning and the Learner ProfileApproaches to Learning Learner Profile Attributes How will the checked attributes be explicitly addressed in the unit? Self-Management Inquirers Open-minded Students will be required to form working relationships early in the class an Research Knowledgeable Caring treat each other (and their data) with respect. Thinking Thinkers Risk-takers Social Skills Communicators Balanced Communication Principled ReflectiveContent: Skills and Knowledge (Learning outcomes stated using command terms)(IB Biology guide here)All assessment statements from: Practical and Information Literacy Skills 1.1 Statistical Analysis Access and use 4PSOW and Excel statbook 5.5 Classification Discuss animal experimentation policy 5.4 Evolution Analyse and evaluate data related to population comparisonsPractical Learning Experiences (for entry onto 4/PSOW) Assessment Criteria Addressed (f = formative; s = summative)Task & Description(see lab sheets/ pages for resources required) Hours ICT * Design DCP CEWho reacts faster? T-test labs of reaction times comparing groups of students. 2 3 x xApplying and designing dichotomous keys for beetles, spiders and sharks. 1Evolution labs: online simulations and games to model natural selection 1 5*Key to ICT aims | 1. Datalogging in an experiment 2. Software for graph plotting 3. Spreadsheet for data processing 4. Database 5. Computer modeling/ simulation Stephen Taylor Template updated Oct 2012 to be more concise and align better with MYP i-Biology.net
IB Diploma Programme IBDP Biology Unit PlannerOther Learning ExperiencesTask & Description Resources required(Along with corresponding pages in Allott&Mindorff)Darwin & Evolution: response to readingTOk& Biology: “Just a theory?” http://i-biology.net/tok-and-biology/just-a-theory/Statistical Analysis class notes and discussion http://i-biology.net/ibdpbio/statistical-analysis/Classification class notes and discussion http://i-biology.net/ibdpbio/05-ecology-and-evolution/classification/Evolution class notes and discussion http://i-biology.net/ibdpbio/05-ecology-and-evolution/evolution/Quia quizzes for pre-testing and review of subtopics Quia quiz links sent to studentsCrash-course Biology videos: Evolution & Classification http://www.youtube.com/watch?v=QnQe0xW_JY4&list=EC3EED4C1D684D3ADF&feature=plcpClick4Biology revision notes http://click4biology.info/index.htmIntroduction to statistics with Excel http://i-biology.net/ict-in-ib-biology/spreadsheets-graphing/statexcel/Student personal GoogleSites for resources & reflectionFeedback on Learning (Describe methods of feedback to students used during the unit) Quia quizzes give instant feedback to students on simple recall and allows for grouping/ remediation Weekly 8-mark, 10-minute question marked and commented on in time for following class Dialogue between students and me via their private GoogleSites, also formally graded after each unit Test feedback based on grades Lab reports graded using extensive commenting on TurnitinGrademark Ongoing in-class discussion and time to talk with individuals and small groups as they are workingDifferentiation, Accommodation & ModificationDifferentiation of process by: Details of how this will be achieved: Quia quizzes for each subtopic will be used as pre-assessment tasks (with resources provided for students to “flip” or pre-read the content). By checking the scores and looking for trends and patterns in student pre-assessment data I can form readiness groups for given topics. Performance on weekly 8-mark questions is monitored and students requiring extra help are supported with time Readiness and further feedback. Interest Information is presented in multiple formats: text, video, online presentations, website, and tutorial/ interactive Learning Profile/ Preference quizzes to account for multiple learning profiles Class time is structured to minimize lecture and maximize student engagement with content through discussion, practical work and use of data Some differentiation by interest is achieved in the various models of Evolution usedPre-assessment and ongoing assessment strategies “All teachers are language teachers.” Accommodations for ESL students “Biology is a language course” is a mantra in our class, with frequent Quia quizzes for each subtopic will be used as pre-assessment connections made between word parts and their meanings. tasks (with resources provided for students to “flip” or pre-read Links provided to online glossaries and captioned video and animation the content). By checking the scores and looking for trends and resources patterns in student pre-assessment data I can form readiness Students’ writing checked in question practice, with advice given on groups for given topics. structure and style. Performance on weekly 8-mark questions is monitored and Students are encouraged to keep vocab lists students requiring extra help are supported with time and further Student GoogleSites project allows for personal feedback and for students to feedback. hyperlink their work to glossaries and online sourcesOngoing Unit Evaluation & ReflectionSuccesses Failures/ Areas for Improvement This is a positive and productive start to the course, with Some confusion in the TOK less as students had not yet had any TOK classes. students involved in their own learning from the outset. Could be better connected with the TOK teacher. Reaction times lab is a good intro to the animal expt policy and to the statistical analysis subtopic Good opportunities to address the four key concepts of BiologySuggested modifications (based on student achievement data) Further notes/ ideas for next cycle Students had not experienced TOK in school before our TOK Insist on greater adherence to the ‘flip’ idea, so that students come to class lesson, so set a primer reading on the TOK diagram before familiar with ideas and vocab teaching “just a theory?” Spend a full lesson on Excel and develop materials to support Excel in lab reports. Stephen Taylor Template updated Oct 2012 to be more concise and align better with MYP i-Biology.net