MYP unit planner AY 2024-25

Teacher(s) Ms Paulomi Sengupta Subject group and discipline Biology

3 10 hrs
Unit title Genes MYP Year Unit duration
(hrs)

INQUIRY: Establishing the purpose of the inquiry

Key concept Related concept(s) Global context

Identity, Forms and function, Pattern Science and technology
Relationships (The way genes express themselves has a set pattern)
(The arrangement of genomes expresses the traits
and characteristics)
Statement of inquiry

The identity of a living organism and its relationship with the world is the form and function of their DNA structure that creates a pattern and helps them to survive.

Inquiry questions
Factual:
1. What is DNA made up of?
2. What is the structure of DNA?
3. How does DNA replicate?
4. Why is DNA replication important?

Conceptual:
1. How many strands make up a DNA double helix?
2. How are the strands paired with each other?
3. What information is coded in DNA?
4. How do cells divide their DNA?

Debatable: We have the knowledge to identify the protein produced by a particular genetic sequence. Should this knowledge be used in changing the structure of a DNA to
one’s liking?

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 Objectives (Criteria from subject guides) Summative assessment & its relation to the SOI & Objectives
Criterion A: Knowledge and understanding DNA vs RNA (Criterion A,D- formative)
(i). describes scientific knowledge • Students will explore the difference between the structure of DNA and RNA. [A (i) and (ii)]
(ii). apply scientific knowledge and understanding to solve • Learners will maintain academic integrity when presenting their work on DNA structure. [D (iv)]
problems set in familiar and unfamiliar situations • Brain storm on the ethical aspects of DNA manipulation [D(ii)]
(iii). analyse information to make scientifically supported
judgments. DNA Double Helix Activity (Criterion B, C – Formative)
• Students will model the structure of a DNA molecule and demonstrates the variety that can be generated by only
Criterion B: Inquiring and designing using 4 bases.[B(i),(iv); C (i) and (ii)]
(i) describe a problem or question to be tested by a
scientific investigation DNA Structure and Replication, Lab Part 1 (Criterion A, B, C – Formative)
(iii). describe how to manipulate the variables • Students will construct a model of a cell showing DNA replication. [B(iv)]
(iv)design scientific investigations. • Students will cut and color nucleotides, gluing them as a snapshot of replication.[C(i),(ii)]
• Analysis and answer questions given in the worksheet. [A(i)]
Criterion C: Processing and Evaluating
(i) present collected and transformed data
(ii). interpret data and describe results using scientific
reasoning

Criterion D: Reflecting on the impacts of science

(ii)discuss and analyse the various implications of the use of
science and its application in solving a
specific problem or issue
(iv)document the work of others and sources of information used.

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 Approaches to learning (ATL)

Collaboration: Working in Groups and Accepting Others

• Students in all of the labs must delegate roles, take responsibility, and respect others’ points of view.
Organization: Time management
• Students will use time effectively in class when they conduct their own
procedures and data collection.
Communication: Literacy
• Students will use reading strategies to identify main ideas and answer questions located in science articles related to the content.

Information Literacy: Accessing information

• Including research from a variety of sources using a range of technologies, identifying primary and secondary sources.

Thinking: Applying knowledge and concepts

• Including logical progression of arguments.

Planning – including storyboarding and outlining a plan

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IB Learner Profile

• Principled: Be honest and truthful in citing references

• Inquirer: Question the form and function of DNA
• Knowledgeable: Learn and understand
• Thinker: Contemplate and ponder

ACTION: Teaching and learning through inquiry

Content Learning process

• What are chromosomes? Learning experiences and teaching strategies (Week-wise)
• Composition Of DNA Week no. 1
• Nucleotides, Nitrogen bases, Histone proteins, Concepts covered:
Hydrogen bonds 1. The difference between chromatin network and chromosomes
• Arrangement of nucleotides on a DNA strand 2. The super coiled structure of chromosome.
• Replication of DNA 3. The need for the chromosome to be super coiled.
Facilitation strategy:
Recap of the components of nucleus, done in previous lesson.
Using play dough to understand the difference between chromatin network and chromosome.(CB (i),(iv))

Drawing analogies with Maggie cakes in a soup bowl to understand how chromatin material is present inside the
cell. (CC (ii))

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 Brainstorm on the need for the super coiled structure of chromosome (CA (ii),(iii))

DI strategy:
Ppt, reading materials, animations, hands on activity
Animation showing super coiling of DNA strand: https://i.gifer.com/embedded/download/AaxX.gif

Video link showing the difference between Chromatin network, chromosome and chromatid:
https://www.google.com/search?sca_esv=18fa2256dcc18326&sca_upv=1&rlz=1C1GCEA_enIN1126IN1126&sxsrf=A
DLYWIKxCXuSPOWWEgXPGlfRGofAPxFJvw:1727390452555&q=Chromosome+and+chromatin+network&tbm=vid&so
urce=lnms&fbs=AEQNm0DSjjYWCybNh4Y2in02N243-OHmPxREG1BKYr-Kgpdbh-
COBiIiY8Fo3IG2RaEyCjej1JUx8BX1u76p09NZAhv-A94brmpt9UaxtD-9g2ROZYT3MWjVio9zPiGLeiZtvUsTpoWg8-
FHaLlVO0MpNgOGTJ0y3BiKn-T1AbIYIhAUqnuPe1xbKKwygr3MnzY8knt0ayQi-
8wp_dmZWcXnf92dZQ_xgA&sa=X&ved=2ahUKEwjakMDy1uGIAxVZSGwGHWLlHLMQ0pQJegQIEBAB&biw=1280&bih
=559&dpr=1.5#fpstate=ive&vld=cid:b23426d9,vid:H8jehFKwp7A,st:0

FA: ongoing as mentioned above.

Week 2
Concepts covered:
1. What is a chromosome made of?
2. Nucleotides.
3. Components of a nucleotide.
Facilitation strategies:
Facilitator states some facts on DNA; Shares stimulations to show how the DNA strand remains wrapped around the
histone proteins and is super coiled to form the dense chromosome.
Explores the concept of a nucleotide and the different nitrogen bases in a nucleotide.

Learners use different colors of play dough to create one nucleotide [A(ii),B(iv)]

DI strategy: Activities, animations and stimulations

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 FA: ongoing as mentioned above.
Week 3 and 4

Concepts covered:

1. Arrangement of nucleotides on the stand of DNA

2. Pairing of the nitrogen bases of the nucleotide to form the double helical structure of DNA
3. Making a double helical structure of DNA

Facilitation strategies:

Exploring the arrangement of nucleotides on the DNA strand[A(i),B(i)]

Engaging and collaborating to explore the different types of nitrogen bases and how they bond with each other.
Activity to make the double helical structure of DNA [B(iv),C(i)]

DI strategy: Activities, animations and stimulations

FA: Ongoing, activity based

Week 5 and 6:

Concepts covered:
1. Replication of DNA
2. Formation of “Y” and complementary RNA strand

Facilitation strategies;
Reading materials on DNA replication provided to learners.
Notes making on DNA replication
Activity showed with the help of strings to show DNA replication.
Engaging students with discussion on how new strands of RNA are formed.

DI: animation, Videos

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 https://www.youtube.com/watch?v=TNKWgcFPHqw
https://www.youtube.com/watch?v=Qqe4thU-os8&t=151s
FA: Ongoing
Recap of DNA replication(October 13-18)

Formative Assessment:
Activity based FA will be conducted. Students will be divided into 3 groups of 2 learners. Each group will be handed over art and craft materials to create any
one of the four following models- (October 19-25)[A(ii), B(iv), C(ii)]
1.DNA strand
2.Double helical structure of DNA
3.Replication of DNA
4.Difference between DNA and RNA
Every group needs to write a 300 word essay explaining their model. [A(i) and (ii), D(iv)]

Differentiation-
Animation, model making

Resources

Classroom: Web links:

White board, Apple tv, Art and craft materials Ideas on Activities:
https://emmatheteachie.com/6-fun-structure-of-
Lab resources: dna-activities-to-try/
Reading materials:
Attempt to extract DNA from strawberries https://www.creative-
proteomics.com/blog/index.php/strategies-for-
analyzing-histone-modifications/

http://www.nature.com/scitable/topicpage/dna-
packaging-nucleosomes-and-chromatin-310

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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
1. Learners are aware of the presence of Teacher: Teacher:
chromosomes in the nucleus. 1. What opportunities were there for student- 1. Were students able to demonstrate their
2. They are aware of the importance of initiated action? learning?
chromosomes. 2. What teaching strategies can be used for 2. How did the assessment tasks allow
3. Learners are not aware of the super coiled making the learning fun. students to demonstrate the learning
structure of DNA
objectives identified for this unit? How did I
make sure students were invited to achieve
at all levels of the criteria descriptors?
Learners: 3. Are we prepared for the next stage?
1. What did we find compelling?
2. Were our disciplinary knowledge/skills
challenged in any way?
3. What inquiries arose during the learning?
4. What, if any, extension activities arose?
5. How did we reflect—both on the unit and on
our own learning?
6. Which attributes of the learner profile were
encouraged through this unit?
Learners:

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