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Teacher(s) Kanwal khalid Subject group and course Group 4- biology

Cell biology
Course part SL or HL/Year 1 or 2 SL Dates 15th aug-sept
and topic

Unit description and texts DP assessment(s) for unit

Topic 1 : cell biology Formative:

Students will be introduced to cells, cell theory, cellular processes by Students will be asked to make a power point presentation on the differences
delivering a lecture,for a clear and better understanding diagrams on between plant and animal cells, eukaryotic and prokaryotic cells,and how cells
maintain their activities
power point will be shown. Students will be taken to the lab and will be
taught to use microscope and then they will prepare slides of plant Summative assessment :
cells and animal cells. Students will prepare slides of animal and plant cells and will calculate
magnification.
•students will be asked to research the Ultrastructure of cells,
(Test will be taken from cells topic to assess their knowledge at the end of unit.)
prokaryotic cells, eukaryotic cells and a class discussion will be held
where students will discuss their understanding ,they will be asked to
take reference from their text books.

•a presentation (prepared by me) will be given to students on

Membrane transport,Diffuson,facilitated diffusion,osmosis,active
transport,exocytosis and a video will be shown in order improve the
students understanding

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  A class discussion will be held on The origin of cells and
Endosymbiotic theory

• A class discussion using text book on cell division , Cell cycle, mitosis
and to further enhance the understanding a video clip on mitosis will
be shown

INQUIRY: establishing purpose of the unit

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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.

objectives
Students will be able to demonstrate knowledge of basic cell biology ,difference between animal and plant cells,ultra structure of cells, membrane transport
and cell division.
Students will be able to apply these concepts practically and will be able to calculate the maginification of drawings and ultra
Structures in diagrams or micrographs

Essential understandings
List here the key content/skills/concepts that students will know/develop by the end of the unit.

Students will know the following content:

Students will develop understanding of the following content:
Basic cell biology
Ultrastructure of cells
Membrane structure

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Membrane transport
The origin of cells
Cell division
Students will develop the following skills:
Students will be able will be able to calculate the maginification of drawings and ultra
Structures in diagrams or micrographs
Students will be able to differentiate between plant and animal cell by taking specimen from cheeks and onion and preparing slides

Students will grasp the following concepts:

Students will grasp the concept of basic cell biology, how it works and how it contributes towards the normal working of organisms.

Missed concepts/misunderstandings
List here likely misunderstandings students may have during the unit with relation to skills, content and concepts.

Content-based:
The concept of membrane transport can be difficult for students to understand as well as the different stages of cell division.

Skills-based:
Students might take time to get themselves familiar with the use of microscopes, and initially they might not be able to prepare good sides.

Concept-based:

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 Cellular role in homeostasis can be difficult for some students to understand.

Inquiry questions
List here the understandings above written in question form, preferably as ones that inspire students to answer them. Feel free to create additional questions
that help inspire further inquiry in the unit but may not directly connect to an above essential understanding.

Content-based:
What components makes the cell the basic unit of living things?
What is the significance of different forms of transport of materials in cells.
What is the need for cell division for the continuation of life for an organism ,and what is the importance of different types of division.
Skills-based:
Relationship of each component of microscope with its functions.
Why images need to be magnified ,what is the process and calculation of magnification.
Concept-based:
Various systems of the body interact with each other to maintain the normal functioning of body, what is the role of cells in this interaction.

ACTION: teaching and learning through inquiry

Essential understanding goals Assessment of essential understanding goals Learning process

Copy and paste the essential understanding goals from above Write a 1:1 matching assessment for all goals. Assessments Check the boxes for any
“Inquiry” section. should be labelled formative (F) or summative (S). pedagogical approaches used
during the unit. Aim for a
variety of approaches to help
facilitate learning.

Students will know the following content: Content-based: Lecture

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 Socratic seminar
What components makes the cell the basic unit of living Formative: Small group/pair work
things?
Students will be asked to make a power point presentation Powerpoint lecture/notes
What is the significance of different forms of transport of on the differences between plant and animal cells,
materials in cells. eukaryotic and prokaryotic cells,and how cells maintain Individual presentations
their activities Group presentations
What is the need for cell division for the continuation of life
for an organism ,and what is the importance of different types Student lecture/leading
of division.
Interdisciplinary learning
Students will develop the following skills:
Skills-based: Details:
Summative assessment : Other/s:
Relationship of each component of microscope with its
Students will prepare slides of animal and plant cells and
functions.
will calculate magnification.
Why images need to be magnified ,what is the process and
calculation of magnification.
Concept-based:
Students will grasp the following concepts:
(Test will be taken from cells topic to assess their
Various systems of the body interact with each other to
knowledge at the end of unit.)
maintain the normal functioning of body, what is the role of
cells in this interaction

Resources

Biology for the IB Diploma Course book(Paperback)

by Brenda Walpole ,Ashby Merson –Davies(will be used throughout as a text book)

ISBN-13: 978-1107654600

Biology for the IB Diploma Course book

by Brenda Walpole ,Ashby Merson -Davies

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http://study.com/academy/lesson/active-and-passive-transport-across-the-cell-membrane.html

IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program

Biology for the IB diploma by C.J.Clegg

Biology for the IB Diploma Course book by Brenda Walpole ,Ashby Merson -Davies

https://www.youtube.com/watch?v=DwAFZb8juMQ

Approaches to learning (ATL) Metacognition Differentiation:

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Check the boxes for any explicit approaches to
learning connections made during the unit. For
more information on ATL, please see the guide.
Check the boxes for any metacognitive approaches For more information on the IB’s approach to
used that ask students to reflect on unit content, differentiation, please see the guide.
their own skills, or unit concepts. For more
information on the IB’s approach to
metacognition, please see the guide.

Thinking Reflection on content Affirm identity—build self-esteem

Social Reflection on skills Value prior knowledge
Communication Reflection on concepts Scaffold learning
Self-management Details: Extend learning
Research Summative assessment : Details:
Details: Students will prepare slides of animal and plant Student’s prior knowledge will be judged by
cells and will calculate magnification. having a class discussion in order to be sure where
Thinking : to start from.
Draw reasonable conclusions and generalization.
Weak students will be paired with bright students
Students will be able to tell weather a cell so that can help their peers progress.
belongs to an animal or plant by looking at
the cellular structures.
Self-management:
Create plans to prepare for summative
assessments(examinations and performance).

Language and learning TOK connections CAS connections

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Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
learning connections made during the unit. For made during the unit. If you check any of the boxes, provide a brief note
more information on the IB’s approach to in the “details” section explaining how students
language and learning, please see the guide. 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:
At the start of the unit a little warm up activity of There is a difference between the living and non
the previous knowledge will be done by a pop up -living environment. How are we able to know the
quiz or class discussion. differences.
Students will be asked to make power point Students will share their knowledge on this topic.
presentations and

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REFLECTION: Considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

Transfer goals
List the transfer goals from the beginning of this unit planner.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

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