Before using any of the files available on this site, please familiarize yourself with the Creative Commons

Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.

I give many of my IB Biology resources away, for the benefit of students and teachers around the world. If you've found the materials helpful, please consider
making a contribution of any amount to this Earthwatch Expedition Fund.

Did I forget something? Know of a mistake? Have a suggestion? Broken link? Let me know by emailing me here. Cheers!

UNIT 1: Concepts of Biology (updated 06 September 2022) View the full list of SHS IB Bio Units
View a mind map visual of SHS IB Bio Units
View an interactive map of SHS IB Bio Units

IB topic(s): 1.1, 1.5 and 4.1 Key to Activities No previous units must be complete before
starting this unit.
TOK: Knowledge Questions (prints 11x17) ● ICTD= in class, teacher directed
Possible units to follow this unit:
● ICG= in class, group work
● Elements and Molecules
Length: 10 lessons ● ICI= in class, individual work
● Prokaryotic Cells
● OCG=outside of class, group work ● Natural Selection
Note Packet: ● OCI= outside of class, individual work ● Classification of Life
● Blank Packet as a Google Doc ● PSOW= practical scheme of work ● Transfer of Energy
● Blank Packet as a PDF ● A&B = above and beyond, not required

Outline:
Lesson Topic Essential Idea and Objective(s) IB Curriculum Connections Activities

1 Welcome to IB Not applicable Not applicable Table questions (1 per day

Biology throughout the school year)

Welcome letter

Welcome to IB Biology (ICTD)

Intro to the curriculum (ICTD)

Class Rule and Norms (ICG)

Review Syllabus (OCI)

 Before using any of the files available on this site, please familiarize yourself with the Creative Commons Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.
2 Characteristics All organisms maintain life by
of Life carrying out common functions.
● List the common functions
carried out by all life.
● Define metabolism,
homeostasis, excretion,
growth, development,
adaptation and evolution.
● State why viruses are typically
not considered to be alive.
● Compare sexual to asexual
reproduction.
● Compare life “responding” and
“adapting” to the environment.
● Compare how autotrophs and
heterotrophs obtain energy.
Unicellular organisms carry out all the
functions of life (1.1.U2).
Student Questionnaire (OCI)
Parent Questionnaire (OCI)
Initial Knowledge Audit (ICI)
● For students
● For teachers
Characteristics of Life photo sort
activity (ICTD)
● Published definitions of life
● Slides version of photos
● Printable version of photos
(cut, shuffle and put into
envelopes for groups)
● Student group submission
form (teacher version here)
Characteristics of Life notes (OCI)
What Is Life? | Quanta Magazine
(A&B)
The Meaning of Life article (A&B)
● For students
● For teachers
NASA’s working definition of life
(A&B)
● For students
● For teachers
New Giant Viruses Further Blur the
Definition of Life (A&B)
● For students
● For teachers
There are over 100 definitions for 'life'
and all are wrong (A&B)
 Before using any of the files available on this site, please familiarize yourself with the Creative Commons Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.
3 Characteristics Unicellular organisms, such as
of Life in Single Paramecium and Chlamydomonas
Celled perform all the functions of life.
Organisms ● Describe characteristics of
Paramecium that enable it to
perform the functions of life.
● Describe characteristics of
Chlamydomonas that enable it
to perform the functions of
life.
4 Levels of Biological organization is a
Biological hierarchical system of classification
Organization in which each successive level is
more complex than the lower level.
● Compare molecular, cellular,
organismal and ecological
studies of biology.
● Outline the levels of biological
● For students
● For teachers
What is life? It’s vast diversity defies
easy definition (A&B)
● For students
● For teachers
Characteristics of Life CFU (OCI)
Investigation of functions of life in Single celled organism lab (PSOW)
Paramecium and one named ● Can use purchased samples,
photosynthetic unicellular organism preserved samples and/or
(1.1.A2). pond water samples
● Pond Water Organisms ID
card
● Plankton key
● Virtual pond dip (good for
identification of species in
pond water)
● Slides with directions
Functions of life in single celled
organisms notes (OCI)
Review of single celled organisms
structure and functions
Stentor Functions of Life (A&B)
● For students
● For teachers
A community is formed by Levels of Biological Organization Wall
populations of different species living Art (ICI)
together and interacting with each ● Directions
other (4.1.U7). ● List of structures
● Hexagon cut out
A community forms an ecosystem by
its interactions with the abiotic Intro card sort
environment (4.1.U8).
 Before using any of the files available on this site, please familiarize yourself with the Creative Commons Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.
organization in order from
least to most complex.
● Define and provide an
example of unicellular and
multicellular organisms.
● State an example structure for
each level of organization.
● Define biotic and abiotic.
5 Emergent New properties emerge at each
Properties successive level of biological
organization.
● Define emergent property.
● State an example of an
emergent property for each
level of organization.
6 Themes of There are themes in the study of
Biology biology that apply to all levels of
biological organization.
● Describe five major themes in
the study of biology.
● State that the themes of
biology are applicable to all
levels of biological
organization.
Multicellular organisms have
properties that emerge due to the
interaction of their cellular
components (1.1.U4).  
Not applicable
Levels of Biological Organization
Notes and optional reading (OCI)
Check for Understanding (OCI)
● For students
● For teachers
Emergent Properties Notes (OCI)
In class review (ICTD)
Emergent Properties CFU
How Complex Wholes Emerge From
Simple Parts (A&B)
● Questions for students
● For teachers
Themes of Biology Notes (ICI)
Exploring Common Themes Jigsaw
(ICTD)
● Original lesson source
Structure and Function specifics
● student examples (template)
Check In Review (ICTD)
What science is / is not sort (ICTD)
Answer key
TOK: the growth of scientific
knowledge (ICTD)
● Student handout
Nature of Science Puzzle (ICTD)
 Before using any of the files available on this site, please familiarize yourself with the Creative Commons Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.
7 The Cell Theory Advances in scientific understanding
lead to the development of the cell
theory, one of the basic principles of
biology.
● State the three parts of the
cell theory.
● Outline evidence that supports
the cell theory.
● Outline development of the
cell theory.
● Compare the use of the word
theory in daily language and
scientific language.
● Discuss three implications of
all cells being formed from
preexisting cells.
According to the cell theory, living
organisms are composed of cells
(1.1.U1)
Cells can only be formed by division
of pre-existing cells. (1.5.U1)
● Puzzle pieces
Twenty Tips for Interpreting Scientific
Claims (A&B)
● Questions for students
● For teachers
Slides to transition from the theme of
NOS to the cell theory (ICTD)
Cell theory notes (OCI)
Implications of cell theory notes (OCI)
Related to use of the word theory
(ICTD)
● "Proofreading:
● audio clip from school board
meeting 9/9/19 (the first two
minutes)
● For each, students write a 1
sentence summary that
connects to the big idea.
In Science, It’s Never “Just a Theory”
(A&B)
● For students
● For teachers
Sim(u)lating a Living Cell (A&B)
● For students
● For teachers
How Simple Can Life Get (A&B)
● For students
● For teachers
Check for Understanding (OCI)
 Before using any of the files available on this site, please familiarize yourself with the Creative Commons Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.
8 Trends and Although living organisms are
Discrepancies composed of cells that share
common characteristics, there are
discrepancies from the typical.
● Define “trend” and
“discrepancy.”
● Explain why “trends and
discrepancies” are useful in
scientific study.
● List features that would be
considered a “trend” related to
the cell theory.
● Discuss “discrepancies” to
trends related to the cell
theory.
● Describe features of striated
muscle fibers that make them
an atypical cell.
● Describe features of aseptate
fungal hyphae that make
them an atypical cell.
● Describe features of giant
algae that make them an
atypical cell.
9 Unit Wrap Up Not applicable
and Review
● For students
● For teachers
Looking for trends and discrepancies Trends and Discrepancy notes (OCI)
- although most organisms conform
to cell theory, there are exceptions Using the microscope to observe
(1.1.NOS1). discrepant cells (PSOW)
Questioning the cell theory using Caulerpa reading (A&B)
atypical examples, including striated ● For students
muscle, giant algae and aseptate ● For teachers
fungal hyphae ( 1.1.A1).
Cell theory review (ICTD)
TED-Ed The Secret Language of Trees
(A&B)
● Student EdPuzzle
● Teacher Preview
Check for Understanding (OCI)
● For students
● For teachers
Not applicable Kahoot review (ICTD)
Quizizz (OCI)
● Levels of Organization
● Characteristics of Life
● Cell theory
1 page-summary (OCI)
● General directions
● Specifics for this unit
 Before using any of the files available on this site, please familiarize yourself with the Creative Commons Attribution License.
It prohibits the use of any material on this site for commercial purposes of any kind.

Final Knowledge Audit (ICI)

● For students
● For teachers

10 Assessment Not applicable Not applicable Not publicly posted