All About The Quiet Living

Beings
Grade 8, Biology Unit 2
 Global Context:
Scientific and Technical innovation
Students will explore the impact of scientific and technological advances on
communities and environments

Key concept:
Systems

Related concept:
Energy,Environment
 Statement of Inquiry:
The natural world and its laws gives the knowledge of
systems, its interaction with environment and energy
production guiding to various life processes and
scientific innovation.
Learning Objectives in focus:
Objective B: Inquiring & Processing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will
be collected
iv. design scientific investigations.

Objective C: Processing & Evaluating

i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the
scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method.
Learning Objectives in focus:

Objective D: Reflecting on the impact of science

i. describe the ways in which science is applied and used to
address a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.
Sub- Topics
● Photosynthesis
● Factors affecting photosynthesis
● Scientific and Technical Innovation in Farming and
Agriculture
● Respiration
● Types of respiration- Aerobic & Anaerobic
● Difference between Photosynthesis & Respiration
Session 1
 Brainstorming- Plants do not eat other
organisms, yet they survive. How?
● Students to make 2 circles Use following questions to
facing each other answer:
● Answer to this question to
the partner coming in front ➢ What is a producer?
● Inner circle will move after a ➢ What is a consumer?
min ➢ What is food to plants?
● Answer again to the partner
coming in front

7 min- Concentric circle strategy

Prior Knowledge 10 min internal discussion. 10 min class
discussion
MYP Command Term
Give a sequence of
brief answers with no
explanation.

● Work in pairs to list down keywords you know about photosynthesis

● Write a sentence for each keyword, followed by class discussion

MYP Command Term

Give a brief account or
summary.

● Using the most commonly identified keywords and definitions, outline your
knowledge of photosynthesis
Display this for the previous activity

Questions to ponder upon

while thinking of the keywords:

● Where does photosynthesis occur?

● Steps of photosynthesis
● Requirements for photosynthesis
● Products of photosynthesis
● What substances are found in the air
we exhale, and how might these
substances be useful to a plant?

Source:
http://wesmd.com/wp-content/uploads/2015/06/growth-revolution.jpeg
2 min

Which Learner
Profile did you
exhibit?
 2 min

http://jqusbio.weebly.com/uploads/2/3/7/3/23736650/8087818_orig.png http://shannonodwyer.com/wp-content/uploads/2013/09/Reflective.jpg
 ATL Focus: Note taking skills

Watch the video

and answer
questions given in
your worksheet
( Paste the worksheet in your notebook):

https://docs.google.com/document
/d/1iwNzba5pXx3E5QH3aJeT-Gh
Fn_4pveup97uAghE3JJ4/edit

5 min video
15 min to watch the video and
answer the questions in worksheet

Homework to be done
in Biology notebook:
ATL Focus: Note taking skills
1. Find the word equation and balanced chemical
equation for photosynthesis
2. Do plants exhibit feeling? Research and
answer in notebook
3. https://docs.google.com/document/d/1QJpK5A
0T0JufeG4EwcuMoWEnlpYWEBowqRfuWIVM
GL8/edit
Read this document and summarize it in your own
words. (75 words)
MYP Command Term
Abstract a general theme
or major point(s).
 10 min

Homework Discussion
Learner Profile: Reflective

Discussing summary and overall understanding of energy usage and

flow in plants and animals
What can be the RELATED
CONCEPT?
5 min: for teacher to explain the concept

Related Concept: Energy

Energy is the capacity of an object to do work or transfer heat.

● Why energy is required by living beings

● Energy sources available on Earth which helps living beings to
do work
● Types of living beings using this energy to do work- autotrophs
and heterotrophs
INQUIRY QUESTIONS 20 min

(Use your note-taking skills to answer the following questions in your notebook)

CONCEPTUAL QUESTIONS:

ATL FOCUS:
Note- taking skills

May use the following:

-Use pointers
-Highlight keywords
-Use flowcharts
#STUDENTREFERENCE
#STUDENTREFERENCE https://d2gne97vdumgn3.cloudfront.net/api/file/BB2oi0YRIKOGxpLIrim1
 Research Task(Individual)
Learner Profile: Knowledgeable
-Research anatomy of a plant and draw a diagram in biology notebook

MYP Command Term

Add brief notes to a
-Add annotations to the diagram to explain: diagram or graph.

● where the raw materials for photosynthesis enter

● Where the reaction occurs
● Where the products may go

15 min
Plant
Anatomy

2 min

Source: http://experimentexchange.com/wp-content/uploads/2016/07/photosynthesis.jpg
 - Watch the video- Study of stomatal
Homework to be
distribution in a leaf
done:
- Perform the simulation and explore the link:

http://amrita.olabs.edu.in/?sub=79&brch=16&sim=1
37&cnt=4
Session 3
 Research Task(Individual)
Learner Profile: Knowledgeable

-Using your CB, research anatomy of a leaf and draw a labelled

diagram in your biology notebook

- Draw cross section of a leaf with labelled layers of cells and short
description of each layer

10 min
 Leaf Cross
section

Source: https://ez002.k12.sd.us/Pictures/leaf.gif
2 min
#studentreference

Site of
photosynthesis
#Studentreference

https://i.pinimg.com/736x/c3/0a/82/c30a82816ba480e0e448579e194e8ba5--science-education-life-science.jpg
Leaves are the site of photosynthesis

Explain- 2 mins
https://i.pinimg.com/originals/8c/dd/8d/8cdd8d882bc6fd2b1fbe00c4bb714
0b0.jpg
 Each mesophyll cell
contains organelles called
chloroplasts, which are
specialized to carry out
the reactions of
photosynthesis.

It contains green-colored
pigments called
chlorophylls that absorb
light.

Explain- 2 mins

http://images.slideplayer.com/24/7074710/slides/slide_4.jpg
Which are the factors that might affect the rate of Photosynthesis?

Discussion strategy: Random roll call/ - Think upon the chemical equation
Popsicle stick

10 min- 8 to 9 responses
- Think which parts are related to
ATL FOCUS: Critical Thinking Skills photosynthesis
 20 min

Brainstorming
ATL Focus: Collaboration Skills (Encourage
others to contribute)
- 5 Groups will be prepared each of 3-4 students
- Each group will be given 1 chart paper/A3 sheet
and 3 colored A4 sheets
- Watch the video shared on chromebook in groups
and prepare small cards for all factors affecting
photosynthesis
- Once done, stick the cards on the chart paper given
and display in the class
- Grouping strategy: Play music for 10 seconds and
ask students to group in number of 4 with anyone
and that will form a group. Groups with 3 members
will have teacher as a helping hand

http://2.bp.blogspot.com/-sOFAT-W8Jag/TnpcFiXqZRI/AAAAAAAAAH8/fTZmoL6j4sM/s1600/DSC09008.JPG
 1 min

Which
skill did
we
focus
upon?

http://blogs.osc-ib.com/wp-content/uploads/2015/03/Picture-9.png
 1 min

Which Organize and

skill depict
information
did we logically

focus
upon?

http://blogs.osc-ib.com/wp-content/uploads/2015/03/Picture-9.png
 1 min

Which Organize and

skill depict
information
did we logically

focus
upon?
Collaboration
skills:
Encourage
others to
contribute
http://blogs.osc-ib.com/wp-content/uploads/2015/03/Picture-9.png
●
●
●
●
●

5 min
Homework to be Complete the worksheet on photosynthesis and
stick in biology notebook
done:
- Crossword
- Word Search
Session 4
SA Task for Crit D focusing on Research Skill
Taking through the task and
understanding the task specific
clarifications

https://docs.google.com/document/d/1Zt
GKxl9xW-3Ez7rSDBWvDqNKukbr57p--
mBHwrzMTj0/edit

15 min to explain and discuss the task

with students

http://www.peoplemaps.com/main/wp-content/uploads/2011/09/personality-assessment-262x300.jpg
10 min
Grouping Strategy:
Rules Chits with letters “A” or “B” will be
written inside. Students will pick chits
Learner Profile: Thinker one by one and play from the alphabet
picked

● After knowing the factors affecting rate of photosynthesis, to perform lab,

knowing the steps of the experimental cycle are important. So let’s do this
quiz
● Form 2 groups-Group A and Group B with equal number of students
● Each group will get 1 minute to read the question and answer
● Timer will start as soon as the question will be displayed
● Correct answer- 2 points, Incorrect answer- 0 point
● Questions are non-transferrable and are based on scientific experimental
cycle
● Use your prior-knowledge to answer

● Quiz Source: https://www.quia.com/quiz/2699672.html?AP_rand=438916767

 Question 1-
Group A

What do you have to do before you perform your

experiment?

a) Analyze results
b) Draw conclusion
c) Design your experiment
 Question 2-
Group B

What is information collected during an

experiment called?

a) Data
b) Hypothesis
c) Variable
 Question 3-
Group A

What is the first step of the Scientific Method?

a) Draw conclusion
b) Analyze results
c) Ask a question
 Question 4-
Group B

What is the final step in the Scientific Method?

a) Ask a question
b) Communicate results
c) Perform the experiment
 Question 5-
Group A

A dependent Variable has to be what?

a) Measurable
b) Constant
c) Controlled
 Question 6-
Group B

Does your Hypothesis always have to be correct

to have a successful experiment?

a) YES
b) NO
 Question 7-
Group A

What do you need to do immediately before you

Communicate Results?

a) The experiment
b) Analyze data
c) Form hypothesis
 Question 8-
Group B

What is the purpose of the Scientific Method?

a) Experiment
b) Find answers
c) Analyze data
 Question 9-
Group A

What do we typically use to make observations?

a) Hypothesis
b) Our 5 senses
c) Computer
 Question 10-
Group B

Which variable in an experiment does the person

doing the experiment change?

a) Dependent Variable
b) Independent Variable
c) Control
 Question 11-
Group A

What is the Control group used for?

a) Comparison
b) Observation
c) Experimentation
 Question 12-
Group B

Can you skip a step in the Scientific Method?

a) YES
b) NO
 Question 13-
Group A

Is there only one Scientific Method?

a) YES
b) NO
 Question 14-
Group B

What is a hypothesis?

a) Educated guess
b) An observation
c) An experiment
 Question 15-
Group A

What is normally a good way to analyze your

results?

a) Create a graph
b) Data table
c) Make observations
 Question 16-
Group B

How do most scientific methods vary?

a) Order of steps
b) Number of steps
 Question 17-
Group A

What do you do if the experiment is flawed?

a) Start over
b) Communicate results
c) Modify/redesign the experiment
 Question 18-
Group B

The dependent variable is affected by what?

a) Hypothesis
b) Independent variable
c) Control
 Question 19-
Group A

What is a part of an experiment that can be

changed?

a) Constant
b) Control
c) Variable
 Question 20-
Group B

What step do you do next after asking the

question?

a) Form conclusion
b) Form hypothesis
c) Analyze results
AND THE

IS
Session
5,6,7
 5 min

http://cdn.ttgtmedia.com/rms/onlineImages/whatis-scientific_method_desktop.jpg
Experimental Cycle
● Research Question: Define the problem
● Hypothesis: Prediction of what should happen and why
● Variables: identify and explain
- Independent Variable: One that you manipulate
- Dependent Variable: One which will respond to what you manipulate
- Controlled Variable: Which will remain the same throughout
● Apparatus and Materials: List and/or diagram, quantities used
● Method/ Procedure: how experiment will be conducted and data will be
collected
● Safety consideration
10 min
Experimental Cycle
● Data Table: Quantitative data and qualitative
observations , clear, legible, includes units
● Calculation of results: Show and explain all equations
and calculations
● Graphs(if applicable)
● Conclusion: Was hypothesis supported
● Limitations to the experiment: Validity of hypothesis,
Validity of method
● Suggestions for improvement or extension

10 min
http://images.slideplayer.com/27/8939533/slides/slide_14.jpg
Focus during this activity
Objective B: Inquiring & Processing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be
collected
iv. design scientific investigations.

Objective C: Processing & Evaluating

i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific
investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method.
 10 min
Simulation
● Explore the simulation shared on
G-classroom:
http://www.kscience.co.uk/animations/pho
tolab.htm

● In this simulation you can directly measure

the rate of photosynthesis by counting the
number of bubbles of oxygen that are
released.

● Understand how changing one factor can

change the photosynthesis rate
 Objective B: Inquiring and Designing
i. describe a problem or question to be tested
by a scientific investigation

MYP Command Term

Give a specific name, value or
other brief answer without
explanation or calculation

State the problem to design the

experiment (Research Question):

What is the effect of light

intensity on the rate of
photosynthesis? 5 min
http://www.ecape.com/wp-content/uploads/2014/01/problemcat.jpg
 Objective B: Inquiring and Designing
i. describe a problem or question to be
tested by a scientific investigation

MYP Command Term

Express precisely and
systematically the relevant
concept(s) or argument(s).

Formulate a hypothesis

- I predict that...

❏ This is because...

❏ Other information that supports my

hypothesis is....
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRoT9xcqmUSd_7Y-xpgfo 10 min
be1pmkRuGzzTYXtEsaGq-DVldYPJme
 Objective B: Inquiring and Designing
iii. describe how to manipulate the
variables, and describe how data will be
collected

MYP Command Term

Provide an answer from a
number of possibilities.
Recognize and state briefly a
distinguishing fact or feature.

Identify the variables:

-Independent variable: you change
-Dependent variable: depends on the
independent variable
-Constant: remains the same
throughout
http://www.bristol.k12.ct.us/uploaded/faculty/solomona/Variable.jpg
10 min
 Objective B: Inquiring and Designing
iv. design scientific investigations.

MYP Command Term

Give a sequence of brief
answers with no explanation

List the apparatus and materials:

-Apparatus: Instruments to be used during experiment

-Materials: Chemical or solutions (with required quantity)

Make a diagram or experimental setup and label the items

10 min
https://cdn.shopify.com/s/files/1/2246/4687/t/11/assets/description_image_ingredients-page-header-bronze.jpg?5567999342393521470
 Objective B: Inquiring and Designing
iv. design scientific investigations.

MYP Command Term

Produce a plan,
simulation or model.

Design a method to conduct the

experiment:
Make a bulleted list of step-by-step directions

10 min
https://i.ytimg.com/vi/bUa-ilQqEv0/maxresdefault.jpg
 Objective C: Processing and Evaluating
i. present collected and transformed data
https://hobbithome.files.wordpress.com/2014/03/observe-and-report.png

Record the data in the

observation table as shown in
the next slide

2 min
https://media.istockphoto.com/photos/magnifying-glass-dog-picture-id597671242?k=6&m=597671242&s=612x612&w=0&h=KIEwV_IT6b3Tuf-qaxxTQbvKqU1CrcNT5i
6K2Ac91Zk=
Observation Table 20 min

Number of Oxygen bubbles

Light Intensity(%)
released in 30 sec

10

15

20

25

30

35 and so on.. Upto 50

 Let’s perform
the simulation
 Objective C: Processing and Evaluating
i. present collected and transformed data

MYP Command Term

Represent by means of a labelled,
accurate diagram or graph, using a pencil.
A ruler (straight edge) should be used for
straight lines. Diagrams should be drawn to
scale. Graphs should have points correctly
plotted (if appropriate) and joined in a
straight line or smooth curve.

Draw a graph for the observations made

http://wordquests.info/htm/graph-graph.gif

- Consider the variables when selecting X

and Y axis quantities
10 min
10 min
Objective C: Processing and Evaluating
ii. interpret data and describe results using
scientific reasoning

MYP Command Term

Break down in order to bring out the essential
elements or structure. (To identify parts and
relationships, and to interpret information to
reach conclusions.)

Analyse the observation, graph and

the hypothesis to write the conclusion
Describe a trend, pattern or relationship in the data and
comment on the reliability of the data. State exactly what you
found out (should relate to the Aim).Prediction: verified or
falsified? Why? Discuss the shape of the line: linear or curve
and what it signifies. Write a clear conclusion based on the
correct interpretation of the data and explain it using scientific
reasoning

https://sd.keepcalm-o-matic.co.uk/i-w600/keep-calm-it-s-the-conclusion-13.jpg
Objective C: Processing and Evaluating
iii. discuss the validity of a hypothesis based on the
outcome of the scientific investigation
iv. discuss the validity of the method

MYP Command Term

Offer a considered and balanced review
that includes a range of arguments, factors
or hypotheses. Opinions or conclusions
should be presented clearly and supported
by appropriate evidence.

Based on the result obtained, discuss the

validity of hypothesis and method
• selection of the measuring instrument
• the precision and accuracy of the measurements
• errors associated with the measurement instrument
• the size of the sample (were the readings over a large range?)

10 min
https://cdn.slidesharecdn.com/ss_thumbnails/testvalidity-160106040402-thumbnail-4.jpg?cb=1457655637
 Objective C: Processing and Evaluating
v. describe improvements or extensions to the
method.

Based on the validity of MYP Command

Term
hypothesis and method, describe Give a detailed
account or picture
the improvements or extensions of a situation,
event, pattern or
process.
- Be more specific and descriptive.

10 min
https://d2v9y0dukr6mq2.cloudfront.net/video/thumbnail/qEue9C6/improvements-ahead-road-construction-sign-barrier-4k_nfcv1p0qx__F0014.png
Session 8
 Now let’s design another experiment

Problem: What is the effect of

temperature on the rate of
photosynthesis?

Light intensity- 30% (white light)

CO2- full in the bottle
Follow the experimental cycle to design this experiment
using the same simulation-
http://www.kscience.co.uk/animations/photolab.htm
Homework to be - Watch the video to understand the
procedure of testing starch in leaves:
done: http://amrita.olabs.edu.in/?sub=79&brch=16
&sim=126&cnt=2
Session
9-10
 To check presence
of starch
Plants make starch as their
food source.

Iodine is used to test

presence of starch

Let’s watch a video to

understand the procedure

1.35 min video watching

Lab Procedure to be followed
- Students will work individually
- Lab report worksheet:
https://docs.google.com/document/d/1fwzFJdvs9LqNIHLyfu39iuEotQvIcu
BgGhWYI1mhlyQ/edit
 Why a leaf
cannot be
dipped in
iodine to test
for starch?

10 min- 3 responses
5 min brief explanation

https://cdn.thinglink.me/api/image/56705603581929062
4/1240/10/scaletowidth
#STUDENTREFERENCE
Session 11
Group Task
Grouping
Divide into 4 groups-4 workstations
Strategy:
Reflect on A4 sheets in groups Roll number
1st Workstation: Video watching
wise

2nd Workstation: Video watching 1-4, 5-9, 10-15,

16 onwards
3rd Workstation: Article reading

4th Workstation: Article reading

20 min
 Presenting
1) Video on
Agriculture
Wonder Drone

5 min
 Presenting
2) Video on Artificial
Intelligence in
Agriculture

5 min
 Presenting
3) Article on
Artificial Intelligence
in Farming

5 min
 Presenting
3) Article on Smart
Farming

5 min
 Global Context & Exploration
Scientific &
Technical Innovation
Student will explore the impact of scientific
and technological advances on communities
and environments

5 min
http://www.terrycollinsassociates.com/wp-content/uploads/2015/07/SAB-image-4.jpg
Session 12
Discussion of the lab worksheet 10 min
Agriculture and Photosynthesis

To understand the importance

of knowledge of photosynthesis
and how are researchers using
it these days to increase crop
yield, let’s see this article.

https://www.technologyreview.
com/s/608535/to-feed-the-worl
d-improve-photosynthesis/

20 min- Read aloud and

discussion A snapshot of greenhouse from the article:
https://www.technologyreview.com/s/608535/to-feed-the-world-improve-photosynthesis/
Brainstorming 10 min

Q 1. Why is photosynthesis important to a plant?

Q 2. What do plants need food for?

Q 3. Is energy a product of photosynthesis?

Q 4. Then how is the food produced during photosynthesis converted to energy?

It is the process of respiration which converts the food prepared by

photosynthesis into useful energy. Also known as Cellular Respiration.
Session 13
Formative
Plants to be selected as mentioned below:
Roll no. 1,4,7,10, 13, 16- Spinach
Roll no. 2, 5, 8, 11, 14, 17- Radish
Roll no. 3, 6, 9, 12, 15, 18- Lettuce
Session 14
 Video- 1 min
Explain- 15 mins

Lenticels:
raised pores in the stem of a woody plant that allows
gas exchange between the atmosphere and the
internal tissues.

http://asktashandkaran.weebly.com/uploads/2/1/3/5/21350192/399195_orig.png
 Compare & Contrast :

Topic A: photosynthesis

Topic B: respiration

● After 10 min present your

findings. 5 responses only

20 min
10 min Photosynthesis Cellular Respiration

Capture energy and store it in sugars Release energy that was stored
Function
in sugars

Location Chloroplast Mitochondria

Reactants Water and Carbon dioxide Oxygen and glucose

Products Oxygen and glucose Water and Carbon dioxide

Equation

Type of Plant cell Plant and Animal Cell

cell https://www.pedersenscience.com/uploads/5/6/3/8/56384743/c-c-phot-cr-diagram.jpg?443
http://www.funscience.in/images/StudyZone/Biology/Nutrition/PhotosynthesisEquation.png
http://study.com/cimages/multimages/16/screen_shot_2015-10-02_at_3.37.51_pm.png
Practical Time!!
- Let’s go to the lab and perform an experiment
- https://docs.google.com/document/d/1YdNsZZiYg--o9F9
VXeydj9q57GHzx2I1ZwjjqSeAIVc/edit
Session 15
Cellular Respiration
Aerobic respiration
Explain- 10 mins

Mammals and birds need energy to maintain

a constant body temperature.
Energy is also needed for the following life processes:
● growth
● cell division
● muscle contraction
● protein synthesis
● active transport
● nerve impulses
10 mins
Let’s understand both the types together
Aerobic and Anaerobic respiration:

https://www.bbc.co.uk/education/guides/zm6rd2p/revision/2
 Cellular Respiration
Aerobic respiration or anaerobic respiration
The table summarises some differences between the two types of respiration.

Aerobic Anaerobic

Oxygen Needed Not needed

Glucose
Complete Incomplete
breakdown

Carbon dioxide Animal cells: lactic acid. Plant cells and

End product(s)
and water yeast: carbon dioxide and ethanol

Energy Relatively large

Relatively small amount
released amount
Revision- 5 mins
Explain- 10 mins
Exploring the
simulation to
understand how light
intensity affects the
rate of photosynthesis-
https://www.reading.ac.uk/virt
ualexperiments/ves/preloader-p
hotosynthesis-full.html

Exploring: 20 mins
#Studentreference

Path of minerals through

living things
https://www.youtube.com/watch?v=HGMvPqfcDOk
&feature=youtu.be

Through the video, overall understanding has to be

developed, how photosynthesis affects ecosystem
Extra Resources (Refer the links given below)
http://sciencewithme.com/learn-about-photo-synthesis/

Factors affecting photosynthesis

Lab related resources
-Identifying variables:
https://www.quia.com/quiz/2047034.html?AP_rand=1848405243

-Scientific method quiz

-Match to find scientific process with its meaning