MYP unit planner

Unit title The Cell

Teacher(s) Barnard

Subject and grade level

Time frame and duration

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus Significant concept(s)

Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?

Approaches to Learning is a required focus The cell is the basis of all living things,
for the multiple modalities of learning especially the student. Cells carry out all
needed to understand the cell. the functions of a living being, but can be
specialized. DNA in the cell contains the
One World is emphasized as one of the
instructions for the cell.
applications of Cell Theory.

Bio.1.1 Understand the relationship

between the structures and functions of
cells and their organelles.

Bio.1.2 Analyze the cell as a living

system.

MYP unit question

How does Cell Theory and the structure of the cell itself
affect all the major strands of Biology (Genetics, Evolution,
Ecology, the Cell, Biochemistry)?

Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?

What does this standard mean a child will know, understand and be able to do?

Bio.1.1.1
 Identify these cell organelles in diagrams of plant and animal cells. (middle school review)
 Explain how the structure of the organelle determines it function. (Example: folded inner
membrane in mitochondria increases surface area for energy production during aerobic
cellular respiration).
 Summarize how these organelles interact to carry out functions such as energy production
and use, transport of molecules, disposal of waste, and synthesis of new molecules.
(Example: DNA codes for proteins which are assembled by the ribosomes and used as
enzymes
for energy production at the mitochondria)

Bio.1.1.2
 Proficiently use proper light microscopic techniques as well as determine total power
magnification. The purpose is to use microscopes to observe a variety of cells with particular
emphasis on the differences between prokaryotic and eukaryotic as well as plant and animal
cells. While students are not expected to understand how scanning and electron transmission
microscopes work, they should recognize that they reveal greater detail about eukaryotic and
prokaryotic cell differences.  Infer that prokaryotic cells are less complex than eukaryotic
cells.
 Compare the structure of prokaryotic and eukaryotic cells to conclude the following
Presence of membrane bound organelles – mitochondria, nucleus, vacuole, and chloroplasts
are not present in prokaryotes. Ribosomes are found in both.
DNA and RNA are present in both, but are not enclosed by a membrane in prokaryotes.
Contrasts in chromosome structure – circular DNA strands called plasmids are characteristic
of prokaryotes. Contrasts in size – prokaryotic cells are smaller

Bio.1.1.3
 Compare a variety of specialized cells and understand how the functions of these cells vary.
(Possible examples could include nerve cells, muscle cells, blood cells, sperm cells, xylem
and phloem.)
 Explain that multicellular organisms begin as undifferentiated masses of cells and that
variation in DNA expression and gene activity determines the differentiation of cells and
ultimately their specialization.
 During the process of differentiation, only specific parts of the DNA are activated; the parts
of the DNA that are activated determine the function and specialized structure of a cell.
 Because all cells contain the same DNA, all cells initially have the potential to become any
type of cell; however, once a cell differentiates, the process cannot be reversed.
 Nearly all of the cells of a multicellular organism have exactly the same chromosomes and
DNA
 Recall that chemical signals may be released by one cell to influence the development and
activity of another cell.
 Identify stem cells as unspecialized cells that continually reproduce themselves and have,
under appropriate conditions, the ability to differentiate into one or more types of specialized
cells.
 Embryonic cells which have not yet differentiated into various cell types are called
embryonic stem cell
Different parts of the genetic instructions are used in different types of cells, influenced by
the cell's environment and past history.
Stem cells found in organisms, for instance in bone marrow, are called adult stem cells.
Scientists have recently demonstrated that stem cells, both embryonic and adult, with the
right laboratory culture conditions, differentiate into specialized cells.
Note: It is not essential for students to understand the details of how the process of transcriptional
regulation in a cell produces specific proteins, which results in cell differentiation.
Which specific MYP objectives will be addressed during this unit?

Criteria A One World

• discuss and evaluate scientific information from different sources (Internet, newspaper articles, television,
scientific texts and publications) and assess its credibility.
• describe and discuss ways in which science is applied and used to solve local and global problems
• describe and evaluate the benefits and limitations of science and scientific applications as well as their
effect on life and society
• discuss how science and technology are interdependent and assist each other in the development of
knowledge and technological applications
• discuss how science and its applications interact with social, economic, political, environmental, cultural
and ethical factors.

Criteria B Communication
• communicate scientific information using a range of scientific language
• communicate scientific information using appropriate modes of communication
• present scientific information in a variety of formats, acknowledging sources as appropriate
• demonstrate honesty when handling data and information, acknowledging sources as appropriate
• use where appropriate a range of information and communication technology applications to access,
process and communicate scientific information.

Criteria C Knowledge and Content

 recognize and recall scientific knowledge (eg facts, concepts, terminologies, models, theories, laws, systems)
 apply scientific knowledge to familiar and unfamiliar situations.

 critically analyse and evaluate information to make informed judgments

Criteria D Inquiry
• define the problem or research question to be tested by a scientific investigation
• formulate a hypothesis and explain it using logical scientific reasoning
• design scientific investigations that include variables and controls, material/equipment needed, a method
to be followed, data to be collected and suggestions for its analysis
• evaluate the method, commenting on its reliability and/or validity
• suggest improvements to the method.

Criteria E Processing Data

 analyze, interpret and evaluate data
 draw conclusions consistent with the data. and supported by scientific reasoning

Criteria F Attitudes in Science

 carry out scientific investigations using materials and techniques safely and competently

work effectively as individually or as a team member, collaborating, acknowledging and supporting others as well as
ensuring a safe working environment

Stage 2: Backward planning: from the assessment to the learning activities

through inquiry

Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?

Become familiar with biological organization and the characteristics of life.

Recognize the structure and functions of cells.

How to use a microscope.

Understand that all living things are composed of cells.

Appreciate the relationship between cell structure and function.

Know the structure of a typical plant and animal cell.

Recognize the different types of cell transport

Identify the order of the stages of mitosis

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Students will learn how to make use of their knowledge of how the brain learns to integrate their new
knowledge with their prior learning. Students will experience multiple modalities of learning and learn to
identify which works best for them.
Organization

□ Identify various methods and processes to complete a project

n/a

□ Break down large projects into a series of smaller, achievable tasks

□ Demonstrate safety and organization at all times

□
Lab activities are assessed using Criteria F

□ Evaluate the final product and the process of getting there with accuracy, objectivity and confidence
Student self evaluations are used to ensure that students understand rubrics.

Collaboration

□ Demonstrate safe practice to others

Safe lab practices are emphasized

Communication

□ Choose and apply different, appropriate forms of expression to suit the context
A variety of writing assignments are expected to be completed including Puzzlers, One World essays, lab investigation
write ups and Diet for the Day.
□ Interpret and be able to infer the meaning of a range of technical and content-specific language
One World essays, the human physiology chart and Puzzlers ensure that students research and understand the content of scientific
literature.
Learning experiences Teaching strategies
How will we use formative assessment to give students feedback
How will students know what is expected of them? Will during the unit?
they see examples, rubrics, templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have
these? we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will educational needs?
we know?

Students will have the state Essential Students will use formative assessments to track their
Standards tasks as a basis for their knowledge progress and familiarize themselves with MYP Science
and Understanding to be assessed. Projects rubrics.
and communication will be evaluated with
Some “flipped classroom” segments will occur. Students
rubrics which will be available to students prior
will have reading, writing, drawing, video, music, motion,
to the activity.
and hands on activities to illustrate the content.

Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
the unit?

Textbooks,
Multiple websites
Instructor
Video
Microscopes and digitizing equipment
Examples of the cell

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus
questions at the end of the “Planning for teaching and learning” section of MYP: From
principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

Figure 12
MYP unit planner