Lesson objective

 To discuss MYP 4& 5 Biology

 Identify the key, related and global context
 Review the Command term
 Essential agreements
Programme
requirements
 You will be assessed on the four criteria A, B, C and D at least twice in a
year.
 There will be eight units to be assessed in two year (MYP 4-5)

 The Key concepts remain the same (Relationship, Change, System)

 The related concepts are
 Balance Consequences Energy Environment Evidence Form Function
Interaction Models Movement Patterns Transformation
Lets set the class rule

 Everyone collaborates in group activities

 Follow deadlines and participate in group activities and discussion.
 Raise your hand and wait for your turn
 One voice at a time.
 Carry stationery and laptop to class.
 Carry book.
 syllabus
Cells (tissues, organs, systems, structure and function; factors affecting human health; physiology;
vaccination)
 Organisms (habitat, ecosystems, interdependency, unity and diversity in life forms; energy transfer
and cycles [including nutrient, carbon, nitrogen]; classification)
Processes (photosynthesis, cell respiration, aerobic and anaerobic, word and chemical equations)
Metabolism (nutrition, digestion, biochemistry and enzymes; movement and transport, diffusion;
osmosis; gas exchange; circulation, transpiration and translocation; homeostasis)
 Evolution (life cycles, natural selection; cell division, mitosis, meiosis; reproduction; biodiversity;
inheritance and variation, DNA and genetics)
Interactions with environment (tropism, senses, nervous system, receptors and hormones)
Interactions between organisms (pathogens/parasites, predator/prey, food chains and webs;
competition, speciation and extinction)
Human interactions with environments (human influences, habitat change or destruction, pollution/
conservation; overexploitation, mitigation of adverse effects)
 Biotechnology (genetic modification, cloning; ethical implications, genome mapping and
application,
3D tissue and organ printing)
Set 1

Help Box: Describe, Calculate, Construct, Analyse,

Define, Demonstrate, Apply, Annotate, Comment,
Classify
 Set 2
A B C D
E

F G H I J
Help Box: Determine, Formulate, Explain, Evaluate, Discuss, Draw,
Estimate, Find, Document, Design
Set 3
A B C D
E

F G H I J

Help Box: Organize, Plot, List, Justify, Outline, Present, Measure,

Set 4-

A B C D
E

F G H I J

Help Box: Recall, Verify, Show, Select, Solve, State, Summarize, Suggest,
Write down, Sketch
Marking Scheme
Marking Scheme
Marking Scheme
Marking Scheme
KEY CONCEPTS

Choice board: You can draw, you explain in words or draw a word cloud to
share your understanding of the three Key Concepts (System, Change,
Relationship)
 SUMMARY
 Change is a conversion, transformation or movement from one form, state or value to another.
Inquiry into the concept of change involves understanding and evaluating causes, processes and
consequences.
 In sciences, change is viewed as the difference in a system’s state when observed at different times. This
change could be qualitative (such as differences in structure, behaviour, or level) or quantitative (such as a
numerical variable or a rate). Change can be irreversible, reversible or self-perpetuating.

 Relationships are the connections and associations between properties, objects, people and ideas—
including the human community’s connections with the world in which we live. Any change in
relationship brings consequences—some of which may occur on a small scale, while others may be far
reaching, affecting large networks and systems such as human societies and the planetary ecosystem.
 Relationships in sciences indicate the connections found among variables through observation or
experimentation. These relationships also can be tested through experimentation. Scientists often search
for the connections between form and function.
Systems are sets of interacting or interdependent components. Systems provide structure
and order in human, natural and built environments. Systems can be static or dynamic,
simple or complex.
Systems in sciences describe sets of components that function due to their
interdependence or complementary nature. Common systems in science are closed
systems, where resources are not removed or replaced, and open systems, where
necessary resources are renewed regularly.
Exit Ticket

 What is the difference between list and outline command term?

 What is the difference between identify and classify command terms?
Unit1- Cells & metabolism
 PART 2-

 To identify the KC, GC & RC and form the SOI

 To recall the characteristics of living things and cell theory

Key new words: nutrition,

growth, excretion,
homeostasis, sensitivity

Book chapters 1, 3,4, 5

G U E S S O N E O F T H E R E L AT E D C O N C E P T
Identify the key and the other related concept
Choose the global context
 Key Concept (out of Related Concept(s) – Global
the list of the 16 subject specific Context
concepts) concept /exploration
line for the unit
Systems Balance, - Identities and
environment relations
- identity
formation

SOI: Systems play an important role in identity formation and

may require transfer of inputs from the environment to maintain
balance.
PRIOR KNOWLEDGE- Tweet your thoughts- What
does it mean to be alive? – EXPLAIN THE KEY
TERMS
 Thinking Cue: How will you explain to extra-terrestrial that stalactites
and stalagmites growing in the cave are not living but Corals are?
Lesson objective

 The students will be able to revisit the characteristics essential for all
the living things and cell theory.
 They will explore the roles and function of the cell organelles.
S U M M A R I Z AT I O N
Think : To be living do an organism need to
demonstrate all the characteristics or only
a few?
 Experiment-Evaluate the statement “ Life does not
generate spontaneously using this experiment”.

 Boil two sets of milk . Keep one in sealed Petri dish other keep it open ?
 Will any of the samples or both will get spoiled?
 Share your choice and justify.

 Why do you think we boiled the milk?

Cell Theory pg 4

The cell theory was proposed by Matthias Jakob

Schleiden and Theodor Schwann
 HOW DOES THE CELLS LOOK IN REAL LIFE?

Based on your prior knowledge can you state what is there inside the cells?
Essential questions as you do the
next activity
 Type of organism- how will this affect the design of the cell?
 Entry and exit – How do substances entry and exit the cell? How does
cell control it?
 Where is the genetic blueprint for the organism kept?
 What chemical reactions will be needed for the cell and where will they
take place?- Would all the chemicals for different metabolic reactions be
mixed together or separated? Note: different cells will have different
chemical reactions.
Prior knowledge - booklet

 https://dashboard.blooket.com/set/5ff71a971b68750004a6f6ad
How do you define cell
organelles?
Organelles are special and organized structures seen in
living cells. Some of the membrane-bound organelles are
vacuoles, nucleus, chloroplasts, lysosomes etc.

https://www.youtube.com/watch?v=rKS-vvhMV6E
 Lesson objective

 The students will be able to understand the function of some specialized

cells and differentiate between plants and animals & structurally similar
cell components

Keywords: Cristae, Thylakoids, palisade , neuron, granum (

pl. Grana)
 Activity : The role of cell organelles

 In your note book will up the table with your prior knowledge.

Cell organelle/ Function Found in Plants /

components animals/both
Cell wall
Cell membrane
Cytoplasm
Nucleus
Mitochondria
Vacuole
Ribosomes
Chloroplasts
Lysosomes
 Nucleus is singular and nuclei is
Summarization book page 8 plural
Cytoplasm is 70% is water in many
cells and many substances like
proteins dissolved in it.
Cell organelles Function Found in Plants /
animals/both

Ribosomes Tiny bodies where the Both

cell makes protein. The
information on the DNA
molecule are used to link
long chain of Amino acids
in a particular sequence.
Lysosomes A lysosome contains Both
digestive enzymes.
They break down excess
or worn-out cell parts.
They may be used to
destroy invading viruses
and bacteria

Additional information: All structures like cell wall , cytoplasm, vacuoles, nucleus and chloroplasts- can be
seen under light microscope. Some of the structures are very small so can only be seen by electron
microscope like mitochondria and ribosomes.
• Mitochondria is the site of aerobic respiration; this is how energy is released from the glucose. So,
more energy means more mitochondria. Mitochondria has it’ own DNA . Double membrane
bound.
• Plants have very large permanent vacuoles containing sugar solutions and other substances- cell
sap. When the vacuole is full it presses outward to keep the shape. Animals have smaller vacuoles
  Cell membrane is made
up of Phospholipid ( lipid
is fat) and proteins. In
plants it is difficult to see
cell membrane as it is
tightly pressed.
 Cell wall in plants is
made of cellulose ,
which forms fibres to
crisscross over one
another and form a
covering. It the cell
absorbs a lot of water
and swells it prevents
bursting of the cell, due
to the large spaces
between the fibres. So
large molecules can go
through the cellulose cell
wall. So, it is fully
permeable.
 Chloroplast is also
3D view of cell wall double membrane
bound and has it’s
own DNA.
mitochondria

Lysosome
chloroplast
Exit ticket

 List out the main difference between animal and plant cells.
 Review your work with a different coloured pen

Point Of difference Plant Animal

Cell wall Present (formed of cellulose) Absent
Shape Rectangular (fixed shape) Round (irregular shape)
Vacuole One, large central vacuole VacuoleOne or more small
taking up to 90% of cell vacuoles (much smaller than
volume. plant cells)- also called
vesicles
Chloroplast Plant cells have chloroplasts to Absent
make their own food.
Cytoplasm Present Present
Ribosomes Present Present
Mitochondria Present Present
Plasma Membrane Cell wall and a cell membrane Only cell membrane

Lysosomes Lysosomes usually not evident. Lysosomes occur in

Lysosomes are present in plant cells but are very
uncommon. This is due to the fact that the function of cytoplasm
lysosomes is performed by the cell walls – which
prevent foreign substances from entering the cell.
Plasmodesmata
are tiny
openings in the
cell wall for
communication
between the
cells.
Centrioles ( cell division),
endoplasmic reticulum
protein(Rough ER) and lipid
synthesis- SER) and Golgi
bodies ( involved in protein
synthesis) are cell
components , which will be
discussed in higher grades.
 Trigger – Statement- “Plant cells are
more rigid than animal cells” –
comment on the statement – highlight
the difference between the two type of
cells
Prompt: List the cell components which are
present, Explore the shape of the cells,
Look at the structure of Vacuoles,
Review the protective layer. Give examples where
these cells are present
THINK PAIR
– SHARE
MAKE A
TABLE/
VENN
DIAGRAM
 NOTE THE
DIFFERENCE&
SIMILARITIES
BETWEEN
MITOCHONDRIA
AND
C H LO R O P L A S T

What all differences and similarities

you can find looking at the two
images – Think pair share.
Summary
 Thylakoids, the stack is called
granum ( pl. Grana)- contains
chlorophyll.

The inner folding are called cristae

Lesson objective
To revisit specialized cells and conduct lab investigation
T R I G G E R : LO O K AT
THE PICTURE AND
W H AT C A N YO U
COMMENT ON THE
UTILITY OF THESE
S H O E S / M A RV E L
C H A RA C T E R S
 Trigger questions:
FROM THE
ACTIVITY NOW
CONNECT IT
TO CELLS – Are all cells in multicellular
W H AT C A N organism alike?
YO U C O M M E N T
ABOUT
SPECIALIZED Why is some cells called
CELLS – LET’S specialized?
FORM THE
DEFINITION
TOGETHER
What changes to make them
specialized?
Specialized
cell-  In multicellular organisms, all cells are not alike. Specialised
cells are cells designed to carry out a particular role in
the body, thus may undergo structural modifications
( change).
ACTIVITY time : Do it your self

Read the definition and function of different specialized cells. Apply your thinking skills to
match the images and provide the scientific reasoning for the same.
Conclusion on different types of cell
Match the definition with the images based on their function

A B C

D E
F G
 Alphabet reason

A- Neuron Wire – like structure to conduct electrical

impulse

Check B- Pallisade Has more chloroplast, so green in colour

C- Ciliated Has small hair like structure called cilia

D- red blood cell biconcave – no nucleus, has heamoglobin- heam

= iron thus red colour

E- Sperm It has a tail for motility ( moving). Has haploid

number of chromosome

F- Egg cell Has haploid number of chromosome

G- Root hair cell Root hair cells (black arrow pointing at one of
the root hair cells) are single tubular root cells.
Their distinctive lateral elongation
increases the surface of exchange
between the plant's root system and the
soil. No chloroplasts. They have thin cell
wall to absorb water.

Smooth Muscle cells Spindle shaped – with many mitochondria – as they

need energy for activity.
Conduct the lab investigation

 Read the lab protocol shared and conduct the experiment-

 In the notebook make a note of the requirements and the procedure .
Make a rough diagram of your observation and annotate it.

Microsoft Word
Document
Reflect on the following questions

 What cell organelles / components can be clearly seen in both the cells
respectively?
 Why did we use stain in cheek cells?
 What are the visible difference between the plant and animal cells?
 Lesson objective: To understand the
hierarchy of life

Key words: Tissue, organ, organ systems

Stem cell : Sometimes called the body's “master cells,” stem

cells are the cells that develop into blood, brain, bones, and all of
the body's organs. They have the potential to repair, restore,
replace, and regenerate cells, and could possibly be used to
treat many medical conditions and diseases
Recap

 How is root hair cell specialized?-

 State the cell theory.
 List out 3 difference between plant and animal cells.
 Reflect on the terms : thylakoids, grana, cristae
PRIOR KNOWLEDGE

 https://padlet.com/moumitas/unit-1-974cle2pcnifg885
Reflect on the questions-

Whale is one
A car is a
Urea is a of the
non-living
molecule largest
thing
organism

- How can - Do they - How are

they be have sub those
connected? parts? connected?
Share your knowledge about adult
stem cells.
 Activity 2- DISCUSS IN threes and twos & FILL THE PADLET

 Instruction: Choose a system, individually and

research about it’s hierarchy.
 As an expert of that system update the information on
the padlet and share with your peers. Other group
expert can also comment on other group’s work.
 Then as a group of 2/3 discuss the last two questions of
the column.
 https://padlet.com/moumitas/unit-1-974cle2pcnifg885
 Group question: Can you state another example of
hierarchy in plants with example?
 Group question: To what extent does hierarchy of 1 2 3
organization in our bodies determine our identity. 4
SUMMARY
 Hierarchy summarization
 Hierarchy of cells- What are the 5 levels of
organization in order?
 There are five levels: cells, tissue (group of cells
performing the same function, e.g- nerve
tissue)-, organs (group of tissues ( two or more
tissues combine performing the same function,
eg-Spinal cord, Bladder ( combination of
skeletal and smooth muscle), organ
systems(group of organs performing the similar
function e.g -nervous system) and organisms.
All living things are made up of cells. This is what
distinguishes living things from other objects.
Lesson objective

 To apply the knowledge of hierarchy

 Students will be able to explicitly demonstrate the 2 ATL skills
 Paraphrase accurately and concisely,
 Evaluate/test perspectives, evidence, generalizations, arguments, propositions,
conclusions, solutions
Recap

 Define Hierarchy of Life

 Define the role of stem cell
 State the life cycle of a cell.
 Why are adult stem cell so important?
Doubt clearing on Flip teaching

 Presentations of padlet - 20 mins

Exit ticket :- 5 mins

 https://forms.office.com/Pages/ResponsePage.aspx?id=t66mrwAvkUCmd
7q6kDIpXrtcXru23HtKlfwDlh-O3K1UQjA4WEFYNkc0Ulg0MElYSE02QjBDTk
xQOS4u
 Homework Preparation
TASK 1-
1.ATL: Paraphrase accurately and concisely,
Paraphase:
 https://content.bridgepointeducation.com/curriculum/file/42cb0066-f548-4e0d-800b-cf15ac861eac/1/Par
aphrasing%20Practice%20Activity.zip/story_html5.html

Discussion on in-text citation:

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html

TASK 2

2. ATL: Evaluate/test perspectives, evidence, generalizations, arguments, propositions, conclusions, solutions

 The idea that explanations drive science can be illustrated for students by using NASA’s aptly named
Curiosity Mars Rover. After watching the video about the mission’s science goals, ask your students:
1. What are these scientists curious about—what do they want to know?
2. What data will the rover collect?
3. How will this data help scientists answer—make claims about—their questions?

4. Solve the worksheet

5. Reflection- https://padlet.com/moumitas/unit-1-974cle2pcnifg885