Teacher(s) Dr.

Pallavi Joshi Subject group and discipline Sciences - Biology

Unit title Circle of Life MYP year 5 Unit duration (hrs) 24

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Transformation, Patterns, Models, Orientation in Time, Space and Place

Consequences, Evidences

Statement of inquiry

Models help people visualize the relationships and patterns within the living world and the consequent continual transformation of life.

Inquiry questions

Factual –
What are the different stages of an organism’s life cycle and how do they change over time? What is incomplete and complete metamorphosis?
What are the reproductive mechanisms/systems of organisms? What is the difference between asexual/sexual reproduction?
What are the advantages/disadvantages of each? What are the different parts of the male and female reproductive system? What are their roles?
What are the stages of growth from conception to birth in humans and other species? Are there similarities?

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What are the phases of the cell cycle? What are the stages of mitosis and meiosis?
What problems can arise during meiosis and how would that impact the offspring?
What is the physical and chemical nature of genetic material?
What is the central dogma of molecular biology?
What is the consequence of a transformation at a molecular level on the individual and species?

What are Mendels Laws of inheritance?

What are the meanings of the terms - genotype, phenotype, trait, Punnet square, Monohybrid cross , dihybrid cross, Test cross, dominant,
recessive, co-dominance, incomplete dominance, sex-linkage, vertical gene transfer?
What are the genetic causes, phenotypic presentations and management strategies for the following - cystic fibrosis, Huntington's disease,
Haemphilia, Down syndrome, Alkaptanuria, sickle cell anemia?

What is adaptive radiation? What is natural selection?

What is speciation and what are the factors affecting speciation?
What kind of models help us to depict the process of evolution?

Conceptual –
How can an organism adapt to its environment over time? How will this affect its life cycle?
How is oogenesis in humans regulated in humans?
What are the temporal and functional roles of the various hormones (LH, FSH, estrogen, progesterone) and what might be the consequence of their
malfunction?
How does fertilisation occur in humans and other species?
How do identical and non-identical twins vary in their genetic makeup?
What is the consequence of birth control/artificial reproductive methods on the individual and species?

How do growth and reproduction occur at the cellular level?

How are events in mitosis anaphase crucial for the formation of two identical cells?
How is gender controlled during reproduction?
How was DNA discovered and how was the DNA model proposed?
How does DNA sequence allow us to derive relationships between individuals or populations?

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How will you determine whether a trait is recessive or dominant?
How did Gregor Mendel arrive at his conclusions on inheritance of traits?
How is variation in populations brought about?
How can knowledge of gene transmission helped us to improve lives?

How do mutation, migration and genetic drift affect evolution?

Why are recessive traits maintained in populations (eg. Sickle cell anaemia malaria)?
How does Natural Selection form the basis of species diversity?
What are the paradigm shifts in our understanding of the Origin of Species?
How do we gather evidence for evolution of species?

Debatable –

How have developments in reproductive science impacted societies in the past, present and future?
To what extent should we manipulate the natural processes of reproduction for our benefit?

What is the role of evidences and patterns in science?

Is it ethical for humans to manipulate the traits to be inherited by an individual?

To what extent should we manipulate the process of natural selection for our benefit?
Is the human impact on survival of other species justifiable?
To what extent should genetic engineering and artificial manipulation of natural biodiversity be subject to ethical and practical
evaluation?

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 Objectives Summative assessment

Criterion A: Knowing and understanding Outline of summative assessment task(s) Relationship between summative assessment
Students develop scientific knowledge (facts, including assessment criteria: E-assessment task(s) and statement of inquiry:
ideas, concepts, processes, laws, principles, on Criteria A, B, C
models and theories) and apply it to solve During the written e-assessment, students will be
problems and express scientifically supported Criterion A: i. explain scientific knowledge tested upon their knowledge and understanding
judgments. ii. apply scientific knowledge and of concepts such as reproduction, models of
understanding to solve problems set in DNA, Genetics and inheritance patterns and
Criterion B: Inquiring and designing familiar and unfamiliar situations iii. analyze theories and mechanisms of Evolution. Students
Students develop intellectual and practical and evaluate information to make will be tested for their ability to design simple
skills through designing, analysing scientifically supported judgments. genetics experiments and to interpret and present
and performing scientific investigations. given data in the appropriate manner.
Criterion B: i. explain a problem or
Criterion C: Processing and evaluating question to be tested by a scientific
Students collect, process and interpret investigation ii. formulate a testable
qualitative and/or quantitative data, and hypothesis and explain it using scientific
explain conclusions that have been reasoning iii. explain how to manipulate the
appropriately reached. variables, and explain how data will be
collected iv. design scientific investigations.

Criterion C: i. present collected and

transformed data ii. interpret data and
explain results using scientific reasoning iii.
evaluate the validity of a hypothesis based
on the outcome of the scientific investigation
iv. evaluate the validity of the method v.
explain improvements or extensions to the
method.

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 Approaches to learning (ATL)

Thinking - Critical Thinking.

Through criteria A based activities, students will revise prior understanding based on new information and evidence. Use models and simulations to
explore complex systems and issues. Formulate factual, topical, conceptual and debatable questions. Analyze complex concepts into their constituent
parts. Synthesize and make connections between information and arguments to create new understandings.

Through criteria B and C based activities, students will learn to solve problems effectively, including in non-familiar situations; ask penetrating
questions to clarify the problem. Be able to logically design scientific investigations to explore research questions, to develop an appropriate
hypothesis and to control variables. Identify trends and forecast possibilities. Draw Supported conclusions (cause effect versus correlation, enough
sample size). Evaluate and manage risk.

Students will learn to recognize and evaluate propositions. Evaluate evidence and arguments. Consider ideas from multiple perspectives. Recognize
unstated assumptions and bias. Reflectively analyse and evaluate evidence, data, arguments, alternative points of view, and claims and beliefs, to
make valid judgements, conclusions, interpretations and decisions.

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 Action: Teaching and learning through inquiry

Content Learning process

Life cycles and Reproduction - Life cycles, Learning experiences and teaching strategies
Asexual Reproduction, Sexual Reproduction in Power point presentations,
plants, Sexual Reproduction in humans Videos,
Structure of systems, Spermatogenesis, Physical Models,
Oogenesis, Menstruation, copulation, birth Debates,
control, STD, Fertilization, gestation, lactation Simulations,
aging Lab experiment,
(4 Blocks) Note-taking,
Reflection,
Cell division and DNA - cell cycle, mitosis, Role play
meiosis, terminology – genes, chromosomes,
DNA Discovery and Structure, DNA
replication, Transcription, Translation, DNA
fingerprinting, DNA mutations
(4 Blocks) Formative assessment
Quiz,
Worksheet,
Mendelian Genetics - Traits, Punnett square, Lab report
monohybrid dihybrid, variations - blood groups,

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 Action: Teaching and learning through inquiry
mutations, genetic disorders, pedigree
(4 Blocks) Differentiation

Videos, website and textbook resources available

Evolution - Adaptations, natural selection Opportunity for group work in lab
Darwins theory of evolution, continental drift, Group discussions
speciation, evidences for evolution, cladistics,
artificial selection
(4 Blocks)

Resources

https://www.coldhollowtocanada.org/what/newsletters/article/news/forest-tent-caterpillar-what-to-do-in-your-woods/,
https://www.debjsnyder.net/life-cycle-rubric-and-state-standards.html, https://www.pioneer.com/home/site/us/agronomy/soybean-aphid-
management/, https://en.wikipedia.org/wiki/Biological_life_cycle#cite_note-6
Reproduction: https://www.biologymann.com/myp-biology.html
Fertilisation, development: file:///D:/shared/2017-18/MYP/Reproduction/Repd %20resources%20&%20WS/KS3_Reproduction_A3_copy.pdf,
Birth control link: Contraception Methods: Types & Examples video.
Antibiotic resistance:https://evolution.berkeley.edu/evolibrary/article/bergstrom_03
Pedigree charts:file:///D:/shared/2017-18/MYP/DNA%20and%20inhertiance/Pedigree%20Charts%20_%20BioNinja.html
https://phet.colorado.edu/en/simulation/legacy/natural-selection
Documentaries - What Darwin Never Knew, Evolution - Darwin's Dangerous Idea, https://www.youtube.com/watch?v=mZt1Gn0R22Q
https://www.youtube.com/watch?v=2UQC5ts6hUs.

Textbooks – Armstrong, Hodder, Oxford

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

Prior to teaching the unit During teaching After teaching the unit

This unit should be quite relevant and beneficial

to students of this age group especially since it
deals with the adolescent topics such as
reproduction in a scientific and balanced
manner. Students will become more aware and
informed about their own body systems and
should be able to develop a healthy attitude
towards their personal lifestyles and choices as
well as develop a balanced and open-minded
view of those in their societies. Learning of
classical genetics will give them a good
foundation to accept more contemporary ideas in
the field and develop an appreciation for the
nature of science and discovery. Finally, this
unit will allow students to become more aware
of and empathetic towards the environment and
enable them to contemplate the impacts of their
actions on other species.

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