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MYP unit planner

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MYP unit planner Unit title Genetics Teacher(s) L. Hickey Subject and grade level 9th Grade Biology Time frame and duration Weeks 16-20 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? Why have we chosen this? What are the big ideas? What do we want our students to retain for years into the future? Health and Social Education Replication/Transcription/Translation of DNA and being able to view mutations in DNA via a family pedigree. The AOI will help students dive into human issues concerning the health of the community and themselves. MYP unit question How do specific codes on DNA strands keep you alive and why do they make you unique? 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? 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 using 4 bases. DNA Structure and Replication, Lab Part 1 (Criterion B, C Formative)  Students will construct a model of a cell showing DNA replication. Students will cut and color nucleotides, gluing them as a snapshot of replication. Analysis questions follow. DNA Transcription and Replication, Lab Part 2 (Criterion B, C Formative)  Students will construct a model of a cell showing protein synthesis, transcription, and translation occurring simultaneously. Analysis questions follow. Berry Full of DNA (Criterion C, D, F Formative)  Students will investigate the properties of DNA in strawberry cells by separating molecules in a test tube. Crabtree Pedigree Worksheet (Criterion C, D Formative)  Students will complete several family pedigrees using recessive and dominant traits passed down through generations such as haemophilia and color blindness. Non-fictional Informational Text and Questions (Criterion A, B - Formative)  Students will answer questions based on a recent science article relevant to the unit. Questions will have students identify main idea, supporting evidence, and relate the ideas to their own life. Unit Exam (Criterion C - Summative)  Students will be responsible for demonstrating knowledge of a variety of scientific concepts and content. Which specific MYP objectives will be addressed during this unit? A. One World  Give examples of science and scientific applications and discuss some of their positive and/or negative effects on people, societies and the environment. B. Communication In Science  Understand and use scientific language relevant to the units of work covered.  Provide scientific information using appropriate modes of communication. C. Knowledge and Understanding of Science  Recognize and recall scientific information relevant to the units of work covered.  Explain and apply scientific information to solve problems in familiar and, with guidance, in unfamiliar situations. Which MYP assessment criteria will be used? MYP Criteria A-D, F (All criteria will be assessed formatively or summatively) 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? Unit Skills:  Analyze the structure of DNA.  Determine how the structure of DNA enables it to reproduce itself accurately.  Relate the concept of the gene to the sequence of nucleotides in protein synthesis.  Sequence the steps involved in protein synthesis.  Interpret a pedigree.  Identify human genetic disorders caused by inherited recessive alleles.  Predict how a human trait can be determined by a simple dominant allele.  Analyze the pattern of sex-linked inheritance. Illinois State Standards:  12.11.21: Understand that, in all living things, DNA (deoxyribonucleic acid carries the instructions for specifying the characteristics of each organism. Understand that DNA is a large polymer formed from four subunit: A, G, C and T (adenine, guanine, cytosine, thymine, a 5-carbon sugar and a phosphate). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular letters) and replicated (by a templating mechanism). Know that each DNA molecule in a cell is a single chromosome.  12.11.22: Understand that a gene is a set of instructions in the DNA sequence of each organism that specifies the sequence of amino acids in polypeptides characteristic of that organism.  12.11.23: Understand the general steps by which ribosomes synthesize proteins, using information from mRNA and from amino acids delivered by tRNA.  12.11.24: Understand that specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves. Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? 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 for labs. 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 Learning experiences How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? Expectations: Task-specific rubrics and prior examples will be presented and discussed before assignment is given. Teaching strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? Structured Notes  Guided notes for students while teacher uses a PowerPoint presentation. Allows for teacher to extrapolate ideas and for students to focus on big ideas rather than completed of notes. Learning Experiences:  Building Blocks of DNA Foldable organizes information in chapter, including new vocabulary DNA Double Helix Activity (Criterion B, C - Formative)  Structure of DNA is investigated in groups and findings are presented to the class  DNA Double Helix Activity collect and demonstrate in logical sequence DNA Labs Part 1 and 2 (Criterion B, C Formative)  In-depth construction of DNA processes in a cell. Students can visualize the sequence of steps while working with a partner.  DNA Structure and Replication, Lab Part 1 construct and model DNA replication in a cell  DNA Transcription and Translation, Lab Part 2 construct and model DNA transcription and translation in a cell  Berry full of DNA separate DNA from a strawberry cell  Hidden Message Worksheet translate mRNA strands into amino acids  Non-Fictional Informational Text, Science Article  Crabtree Pedigree Worksheet construct a pedigree using familial genotypes Hidden Message Worksheet and Crabtree Pedigree Worksheet (Formative)  Completed during class as teacher walks around to assess student work individually. Based on progress, a second review worksheet might be needed. 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?      Science Folder (all students are provided with one) Class set of Biology textbooks Science department laptop cart Variety of Non-fiction science articles from various magazines, including National Geographic. Wall-mounted projector 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 reflectboth 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

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