Unit planner example for my first unit.

1. 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: Taylor
Unit 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 Earth
Area 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 Evolution
Summative Assessment/ Culminating Task(s) Content/ Exam Internal Assessment Criteria
Task & Description preparation Design DCP CE
Unit test: The Nature of Biology (Part 1 on Quia, Part 2 on paper: DBQ, SA, ER) x
Who reacts faster? T-test labs of reaction times comparing groups of students. x x
Weekly 8-mark questions (extended response practice) x
Student GoogleSites project x
Making Connections
Links 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 Profile
Approaches 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  Reflective
Content: 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 comparisons
Practical 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 CE
Who reacts faster? T-test labs of reaction times comparing groups of students. 2 3 x x
Applying and designing dichotomous keys for beetles, spiders and sharks. 1
Evolution 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

2. IB Diploma Programme
IBDP Biology
Unit Planner
Other Learning Experiences
Task & Description Resources required(Along with corresponding pages in Allott&Mindorff)
Darwin & Evolution: response to reading
TOk& 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 students
Crash-course Biology videos: Evolution & Classification http://www.youtube.com/watch?v=QnQe0xW_JY4&list=EC3EED4C1D684D3ADF&feature=plcp
Click4Biology revision notes http://click4biology.info/index.htm
Introduction to statistics with Excel http://i-biology.net/ict-in-ib-biology/spreadsheets-graphing/statexcel/
Student personal GoogleSites for resources & reflection
Feedback 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 working
Differentiation, Accommodation & Modification
Differentiation 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 used
Pre-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 sources
Ongoing Unit Evaluation & Reflection
Successes 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 Biology
Suggested 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