Diploma Programme subject outline
School name
Name of the DP subject
Private Lomonosov School
School code
Biology SL&HL mixed. SL content – HL content
Level
(indicate with X)
Higher
X
Standard completed in two
years
X
Standard completed in one
year
Higher Level Class time
(per week)
____hr_____mins
Standard Level Class time
(per week)
____hrs____mins
Name of the teacher who
completed this outline
Aleksei Radaev
Date of IB training
_____________
June 2021
Name of workshop
(indicate name of subject and
workshop category)
Date when outline was
completed
This course is structured to meet two aims: 1) early internal assessment completion and2) maximize opportunities to meet foundational units over and again
throughout the course – revision is built into the course. Thus, parts of the DP course that contain design statements in the skills section are front loaded, along with
areas that provide fertile investigative work. The author has made the deliberate decision to push ecology out to the end. Whilst this topic has ample practical
application, the location of the school and biological paucity of the school campus renders this topic less useful for practical work.
Compulsorypracticalsare inbold,allother practicalsareoptionalandcanbeadministeredattheteachersdiscretiontobuilduptherequiredpracticalhours.
Thosehighlighted in greenorblue (HL only)are part of the IA preparation.
ThisdocumentshouldbereadinconjunctionwiththeDPBiologyGuide.
Assessment Overview
1
Major
AssessmentsthroughouttheCou
rse
Resources
ATLSkills
StandardLevel
HigherLevel
Threeexaminationpapers:
Threeexaminationpapers:
Paper1(45min):Multiplechoice[20%]
Paper1(1h):Multiplechoice[20%]
Paper 2 (1h15): Core material
Paper 2 (2h15): Core material
[40%]
[36%]
Paper3(1h):Coreandoptions[20%]
Paper3(1h15):Coreandoptions[24%
InternalAssessment[20%]:10hoursofclasstime.10hours
outsideofclass.
SummativeEndofunitMCQsandCumulativesummativetests
throughout grade 11 until December of grade 12
Weeklylowstakesquizzingusingquizlet
InternalassessmenttakesplacefromMarchofDP1
InternalAssessment[20%]:10hoursofclasstime.10hours
outsideofclass.
EndofDP1exams
Openbookmock-mockinDP2(formative)
DP2 mock exams
Group4project
IBQuestionbank
Allott&Mindorfftextbookandstudygui
deKognity
Quizlet
Authorswebsite-https://www.thedpbiology.guide/
Learning:Thinking skillsdeveloped through the use of HGSE’s project zero’s thinking routines;Communication
skillsdeveloped
throughfeedbackontheconstructionofanswersto“essay”questions,feedbackonpracticeIA’sandpresentations.Selfmanagementskills- Organisation
Self-managementskills-AffectiveResearchskills
2
UnitTopic1:
WhatisthisthingcalledBiology?
LearnerProfileAttribute:
Inquirers
TimeAllocation:1week:
5x50min lessons
Inquiry:Whatislifeandhowisitorganised?Whatistheimportanceofwatertolife?
Thisunitintroducesthestudyofbiologybyaskingwhatlifeisand whatmakesitdifferentfromtheabiotic.Weexplorehowscientistscategoriseliving things and look at the
importance of water to life. This is a theme that is referred back to in the following units.
Knowledge/ Concepts/ Skills:
Core:Topic1.1-A2:InvestigationoffunctionsoflifeinParameciumandonenamedphotosyntheticunicellularorganism.U2:
Organismsconsistingofonlyonecellcarryoutallfunctionsoflifeinthatcell.
Core:Topic5.3:-A1:Classificationofoneplantand oneanimalspeciesfromdomaintospecieslevel.U3:Taxonomistsclassifyspecies
using a hierarchy of taxa.U4:All organisms are classified into three domains.U5:The principal taxa for classifying eukaryotes
are kingdom, phylum, class, order, family, genus and species.
Core:Topic2.2:Water (2lessons)
Core/IM/L o c a l orGlobalLinks
/
CrossCurricularLinks
Specific Assessments:
PracticalTasks
TOK:There is a difference between the living and the non-living environment. How are we able to know the
difference?TOK:Claims
aboutthe“memoryofwater”havebeencategorizedaspseudoscientific.Whatarethecriteriathatcanbeusedtodistinguish scientific
claims from pseudoscientific claims?Use of theories for explanations
IM:Thereareinternationalcodesofnomenclatureandagreementsastotheprinciplestobefollowedintheclassificationoflivingorganis
ms.
Pre-teachingvocabulary(homework)
SummativeEndofUnitTest:MCQsonly(0.5lesson)
Practical-Observingprotoctistainwaterusingthehangingdroptechnique (1lesson)
Practical – Investigating the properties of water (1 lesson)
UnitTopic2:
Cells,Membranes,Respirationand the
Cardiovascular System
LearnerProfileAttribute Thinkers
:
TimeAllocation:6weeks:28x50minlessons
Inquiry:Whatarecells?Whatisthechemicalbasisoflife?Whatisthe relationshipbetweencellmetabolismandphysiology?Whatistherelationship between structure and
function?
The first few units aim to help develop students conceptual understanding of structure and function by linking metabolism to physiology. When starting these
topics I am to begin with an overview of the function of the system before drilling into the structure, including the metabolism. This unit will
introducelevelsoforganisationandusingfamiliarexamplesoftheheartandlungsinvestigatethe metabolicprocessthatunderpinthem.Iammakingthe assumption that
there is less propositional knowledge in the examination of function for students and so this approach is less likely to overload working
memory.Transition:Wewillreferbacktothepropertiesofwaterintheexaminationofthebloodsystem.
Knowledge/ Concepts/
Core-1.1Introductiontocells(2lessons),1.2Ultrastructureofcells(3lessons),2.1Moleculestometabolism(2lessons),2.3
Skills:
Carbohydratesandlipids(2lessons),2.8Cellrespiration(3lessons),6.2Thebloodsystem(4lessons)&6.4Gasexchange(4lessons)
TOK/CAS/
LocalorGlobalLinks/
CrossCurricularLinks
Specific Assessments:
PracticalTasks
CumulativeHours:5SL/5H
L
TOK:The world that we inhabit is limited by the world that we see. Is there any distinction to be drawn between knowledge
claims
dependentuponobservationsmadebysenseperceptionandknowledgeclaimsdependentuponobservationsassistedbytechnology?TOK:O
ur current understanding is that emotions are the product of activity in the brain rather than the heart. Is knowledge based on
science more valid than knowledge based on intuition?S e n s e p e r c e p t i o n / F a l s i f i c a t i o n : V i t a l i s m
RLS/Pseudoscience vs Science
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson orhomework) Summative
End of Unit 2 Test: MCQs only (0.5 lesson)
CumulativeSummativeExam1:MCQsandWrittenResponse (1lesson) Formative
assessment on analysis and evaluation section of IA
PrescribedPractical1-Microscopes(2lessons)Practical –
PrescribedPractical6–Measuringventilationrates(1lesson)–
Measuring respiration (1 lesson) Practical – Measuring
evaluationpractice
fermentation (1 lesson)
Practicaldemo–heartandlungpluck(0.5lesson)
Practicaldemo–molymodmodelbuildingofcarbohydratesand
Practical–HeartDissection&ArteryStretching (2 lessons)lipids
analysispractice
UnitTopic3:
Membrane structure &
Transport,Proteinsand
Nervous Conduction
LearnerProfileAttribute:
TimeAllocation:Core:3weeks:14x50minlessons AHL only:
+ 5 weeks 1x50 min lesson per week
Inquiry:Whatistherelationshipbetweencellmetabolismandphysiology?Whatistherelationshipbetweenstructureandfunction?
The first few units aim to help develop students conceptual understanding of structure and function by linking metabolism to physiology. When starting
these topics, I am to begin with an overview of the function of the system before drilling into the structure, including the metabolism. This unit will
introducelevelsoforganisationandusingtheexamplesofthenervoussysteminvestigatethemetabolicprocessthatunderpin it.Transition:Wewillrefer
backtotheconceptsofmetabolismwhenwelookatproteinstructureaswellaslevelsoforganisationwhenmovingfromnervoustoactionpotentials.
Knowledge/
Core-1.3Membranestructure(2lessons), 1.4Membranetransport(3lessons),2.4Proteins(3lessons),6.5Neuronsand
synapes (3lessons)
Concepts/ Skills:
AHL– 11.2Movement(4lessons)
TOK/CAS/
International
Mindedness/
LocalorGlobalLinks/
CrossCurricularLinks
SpecificAssessments:
PracticalTasks
TOK:Theexplanationofthestructureof theplasmamembranehaschangedovertheyearsasnewevidenceandwaysofanalysis have come to
light. Under what circumstances is it important to learn about theories that were later discredited?
Falsification/Models:Daveson-Danelli&SingerNicolsonRLS
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson) Summative
End of Unit 3 Test: MCQs only (0.5 lesson)
FormativeassessmentonanalysissectionofIA
PrescribedPractical2–measuringosmosis(1lesson)–analysispracticePractical
– beetroot membranes (2 lessons) –evaluation practicePractical demo –
fried and pickled eggs (protein denaturation)
Practical–chickenwingdissection(1lesson)
UnitTopic4:
Photosynthesis,celldivision,
plant biology
LearnerProfileAttribute:
TimeAllocation:Core:3weeks10x50minlessons.
AHLonly:+14weeks1x50minlesson
Inquiry:Whatisthesourceofenergyforallbiologicalsystems?Howisthisenergyused?
This unit could be better placed after unit five, but term 2 sees the beginning of aregular weekly HL only class, when the SL students are excused. We
transfer the themes of structure and function into plant physiology. Mitosis is required to understand plant growth in topic 9.3 and so must be taught
before.Transition:s t u d y i n g transportsystemsinplantsprovidesopportunitytoreviewthepropertiesofwaterNB –thisunitbeginswithSLandHLmixed and then is
taught on one lesson per week after 1.6 for 13 weeks. This means HL students will be studying two units in tandem.
Knowledge/
Concepts/ Skills:
TOK/CAS/
International
Mindedness/
LocalorGlobalLinks/
CrossCurricularLinks
SpecificAssessments:
PracticalTasks
Core-2.9Photosynthesis(3lessons),1.6Celldivision(3lessons),
AHL–Topic9Plantbiology (13lessons)
TOK:Anumberofscientificdiscoveriesareclaimedtobeincidentalorserendipitous. Towhatextentmightsomeofthese scientific discoveries
be the result of intuition rather than luck?TOK:Plants communicate chemically both internally and externally. To what extent can
plants be said to have language?Serendipity in Science: Cyclins RLS/Language
IM:Biologistsinlaboratoriesthroughouttheworldareresearchingintothecausesandtreatmentofcancer.
Pre-teachingofvocabularyandassessingpriorknowledge(1lessonorhomework)
CumulativeSummativeExam2:MCQsonunit4Core(2.9&1.6)&writtenresponsesonanythingtaughtsofar.(1lesson) Formative assessment
of exploration
HLonly–SummativeTestonTopic9(MCQandWrittenResponse–1lesson)
Prescribed Practical 4– Chromatography (1 lesson)Practical–
HL Practical – Use of models of water transport (inThinking)
Designofexperimentstoinvestigateeffectoflimiting factors (1
HLPractical–Usingmicroscopestodrawprimaryandphloem vessels
lesson)–Design practice
(1 lesson HL only)
Practical – Root tip squash (1 lesson)
HLPractical–Micropropagation(1lesson)
HLPractical–Designofexperimentstotesthypothesesaboutfactors
Practical–onlineroottipsquash(1lesson)
affecting germination (1 lesson)–Design practice
Practical–onlinecellcycleandcancergame(1lesson)
HLPractical–Flower andSeedDissection(1lesson)
PrescribedPractical7–measurementoftranspirationrates
usingpotometers(1lessonHLonly)
HLPractical–Designofexperimentstoinvestigatetemporhumidity
on transpiration rates (1 lesson HL only)–Design
practice
UnitTopic5:
Enzymes, Metabolism,
LearnerProfileAttribute:
Digestionandtheimmunesystem
TimeAllocation:Core:4weeks14x50min
lessons + AHL 8 weeks with 1 lesson pw
Inquiry:Whatistherelationshipbetweenmetabolismandphysiology?Whatistherelationshipbetweenstructureandfunction?
Thefinalunitexaminingthelinkbetweenmetabolismandphysiologyexplicitly.Usingthefunctionofthedigestivesystemwemoveintoexaminingenzyme structure and
function.Transition: Enzymes provides opportunities to review basic metabolic concepts again. The inclusion of the immune system here allows us to
provide an animal application of mitosis (covered in the last unit) as well as review prokaryotic cell structure and provides a spring board to
naturalselection(coveredinthenextunit)viaantibioticresistance.
Knowledge/ Concepts/ Skills:
Core-2.5Enzymes (2lessons),6.1Digestionandabsorption(3lessons),6.3Defenceagainstinfectiousdisease(3lessons)
AHL–8.1Metabolism(4lessons),11.1Antibodyproductionandvaccination(4lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricularLinks
IM:Thespreadandcontainmentofdiseasessuchasbirdflurequireinternationalcoordinationandcommunication.
TOK(8.1):Manymetabolicpathwayshavebeendescribedfollowingaseriesofcarefullycontrolledandrepeated
experiments.Towhat degree can looking at component parts give us knowledge of the whole?
IM:TheWorldHealthOrganizationinitiatedthecampaignfortheglobaleradicationofsmallpoxin1967.Thecampaignwasdeemed a
success in 1977, only 10 years later.
Specific Assessments:
PracticalTasks
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 5 test : MCQ only (0.5 lesson)
SummativeCumulativeExam3(1lesson)
Formative assessment of exploration
Practical3–Experimentalinvestigationofafactoraffectingenzyme
activity (2 lessons)–evaluation practice
Practical–
designofexperimentstotesttheeffectsoftempetconenzymes (1
lesson)–Design practice
Practical–
digestiveenzymes(1lesson)Modelgut Demo
– Oil, water and emulsions
HLPractical–enzymeinhibition(1lesson)
UnitTopic6:
InternalAssessment
LearnerProfileAttribute
Risk-Takers
TimeAllocation:5weekswith2lessonsa week
from March - May
Inquiry:Studentdriven.
LP/TOK/CAS/
InternationalMindedness/
Local or Global Links/
CrossCurricularLinks
Knowledge/
Concepts/
Skills:
Specific
Assessments:
Thisunitis brokenupfromMarchthroughtoJune ofDP1
PracticalTasks
IAtwolessonsaweekover fourweeks.
UnitTopic7:
NA
InternalAssessment–20%FinalGrade.
EX– 1stdraft;AN– 1stdraft;EV– 1stdraft
EvolutionandBiodiversity
LearnerProfileAttribute:
Open-minded
TimeAllocation:5weeks:17x50minlessons
Inquiry:W h a t istheevidencefortheevolutionoflifeonearth?Whatarethemechanismsbywhichevolutionprogresses?
Thisunitrepresentsadeparturefromthepreviousunitaswemoveawayfromtheconceptofstructureandfunctiontotheconceptofevolution.
Transition:Therelationshipbetweenbacteriaandantibioticsprovidesalinkfromtheprevioustopic,whilethecladisticscanbeintroducedhereandthen
reviewedintwounitstimeonce3.1and3.2havebeencoveredwiththeuseoftheconstructing cladogramspractical.
Knowledge/ Concepts/ Skills:
Core-5.1Evidenceforevolution (2lessons),5.2NaturalSelection(3lessons),1.5Theoriginofcells (2lessons), 5.3Classificationof
biodiversity (parts not covered in introduction – 2 lessons) 5.4 Cladistics (3 lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricular
Links
TOK:Howdothemethodsusedbyscientistscomparetothoseusedbyhistorianswhenexamining pastevents?Whatisthenatureor
evidence in science vs the nature of evidence in history?Evidence in Science vs Evidence in History
TOK:NaturalSelectionisatheory.Howmuchevidenceisrequiredtosupportatheoryandwhatsortofcounter evidenceisrequiredto
refute it?Nature of scientific theory
Specific Assessments:
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 7 test : MCQ only (0.5 lesson)
SummativeCumulativeExam4(1lesson)
PracticalTasks
Practical–
Pepperedmothsimulation(1lesson)
Practical – Beak Finch simulation (1 lesson)
Practical–ConstructingCladogramspractical(1lesson)
UnitTopic8:
TheCentralDogma
LearnerProfileAttribute:
TimeAllocation:4weeks:20x50minlessons
Inquiry:WhatisthestructureandfunctionofDNA?Howdoesthefunctionofthe“centraldogma”relatetothecellcycle?
Placing DNAinunit8,sofarremovedfromtherestofthemolecularbiologytopicsallowsustoreviewandrevisethefoundationalconceptsonceagainand provides the
setting for looking into the concepts of genetics, inheritance and reproduction, later in the course.Transition:This topic provides ample opportunity for the
review of the basic concepts of metabolism (condensation and hydrolysis) when covering DNA structure. It also prompts review of the
cellcyclewhencoveringreplication,transcriptionandtranslation
Knowledge/ Concepts/ Skills:
Core–2.6StructureofDNAandRNA(2lessons),2.7DNAreplication,transcriptionandtranslation(3lessons)
AHL–7.1DNAStructureandreplication(3lessons),7.2Transcriptionandgeneexpression(3lessons),7.3Translation(3lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricular
Links
Specific Assessments:
PracticalTasks
TOK:The story of the elucidation of the structure of DNA illustrates that cooperation and collaboration among scientists
exists alongsidecompetitionbetweenresearchgroups.To whatextentisresearchinsecret‘antiscientific’?Whatistherelationshipbetween shared and personal knowledge in the natural sciences?M o d e l s - D N A R L S
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 8 test : MCQ only (0.5 lesson)
SummativeCumulativeExam5(1lesson)
Practical–DNAextraction(1lesson)
Practical–
ModellingthestructureofDNA(1lesson)
Practical – Modelling DNA replication (1
lesson)
Practical–ModellingDNATranscriptionandTranslation(1lesson)
UnitTopic9:
GeneticsandEvolution
LearnerProfileAttribute:
TimeAllocation:6weeks:30x50minlessons
Inquiry:WhatistherelationshipbetweenDNA,genesandchromosomes?Howdothesestructurescontrolourinheritanceatthelevelof thecellandat the level of the
organisms?
ThisunitfollowsonsequentiallyfromthestructureofDNAintothelevelofthegenesandchromosomesaswellaspatternsofinheritance.Transition:This topic can be
started with a review of the structure of DNA and, particularly with the HL topics evolution and natural selection.
Knowledge/ Concepts/ Skills:
Core–3.1Genes(2lessons),3.2Chromosomes(3lessons),3.3Meiosis(2lessons),3.4Inheritance(4lessons),3.5Geneticmodification
and biotechnology (4 lessons)
AHL–10.1MeiosisII(3lessons),10.2InheritanceII(3lessons),10.3Genepoolsandspeciation(2lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricularLinks
IM:HumanGenomeProject:S e q u e n c i n g ofthehumangenomeshowsthat
allhumanssharethevastmajorityoftheirbasesequences but also that there are many single nucleotide polymorphisms that
contribute to human diversity.I M : Sequencing of the rice genome involved cooperation between biologists in 10 countries.
TOK:Thereisalinkbetweensicklecellanemiaandprevalenceofmalaria.Howcanweknowwhether thereisacausallinkinsuch cases
or simply a correlation?TOK:Mendel’s theories were not accepted by the scientific community for a long time. What
factors would encourage the acceptance of new ideas by the scientific community?Paradigm shifts (10.3) Laws vs
theories (10.2)
Specific Assessments:
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 9 test : MCQ only (0.5 lesson)
PracticalTasks
Practical–Geneticdatabases(1lesson) Practical –
Anther squash (1 lesson)
Practical–examiningcellsinmeiosisonpreparedslides(0.5lesson)
Practical–Drosophilabreedingsimulation(1lesson)
UnitTopic10:
Ecology
LearnerProfileAttribute:
Balanced
PracticalConstructingcladogramsusinggeneticinformation(1lesson)
HLPractical–
testingforassociationbetweenlinkedgenes(1lesson)
Practical–BioRadpGLO
TimeAllocation:4weeks:20x50minlessons
Inquiry:WhatisEcology?Howdoecologicalconceptsrelatetotheconceptsofevolution?
Thiscouldpotentiallybethefinalunitandtaughtafterthenextunit,especiallyiftheteacher wishestoteachoptionC.Transition:Afairlystandalonetopic
buttheconceptsofbiologicalenergeticsinenergyflowprovideanopportunitytoreview2.8and2.9beforepreparingthegroundfor8.2&8.3.Thecarbon
cyclecanbeconceptualisedintermsoforganiccompoundsandsoareviewoftopic2wouldbeagoodintroductionhere.
Knowledge/ Concepts/ Skills:
Core-4.1Species,communitiesandecosystems(3lessons),4.2Energyflow(3lessons),4.3Carboncycling(3lessons),4.4Climate
change(3lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricularLinks
IM:Theneedforsustainabilityinhumanactivitiescouldbediscussedandthemethodsneededtopromotethis.
IM:Theenergeticsoffoodchainsisafactorintheefficiencyoffoodproductionforthealleviationofworldhunger.
IM:Releaseofgreenhousegasesoccurslocallybuthasaglobalimpact,sointernationalcooperationtoreduceemissionsisessential.
TOK:Theprecautionaryprincipleismeanttoguide decision-makinginconditionswherealackofcertaintyexists.Iscertaintyever
possible in the natural sciences?Uncertainty
Specific Assessments:
PracticalTasks
UnitTopic11:
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 8 test : MCQ only (0.5 lesson)
SummativeCumulativeExam6(1lesson)
Prescribed Practical 5– mesocosms (inThinking) (1
lesson) Practical–
Testingforassociationusingsimulateddata(1lesson)
Practical – Modelling the carbon cycle (1 lesson)
Hormones,Homeostasis&
Reproduction, Kidney HL
Respiration
andPhotosynthesis
LearnerProfileAttribute:
Knowledgable
TimeAllocation:5weeks:25x50minlessons
Inquiry:Whatistherelationshipbetweenstructureandfunction?Whatistherelationshipbetweenmetabolismandphysiology?Whatare biological energetics and how
does this relate to the concept of energy flow in ecology?
Mostly a HL unit, the HL topics of reproduction, respiration and photosynthesis make fertile ground for the revision of concepts such at the cell cycle,
mitosis,meiosis,inheritance,naturalselection,proteins,enzymes,thephospholipidbilayer,etc.CoveringphotosynthesisandrespirationatHLwhentheSL partswere
coveredinDP1allows revisionof the basicconcept plus teaching themside by side allows comparing andcontrasting andlinking tothe concept
ofenergyflow(topic4.2) SLstudentswillbefreetoworkontheirownrevisioninclass(orself studyoptionA).AswebegineachHLtopicwerunarevision
lessononthefoundationaltopicswhichSLstudentscanbeincludedin.
Knowledge/ Concepts/ Skills:
Core-6.6Hormones,homeostasisandreproduction(4lessons)
AHL- 11.3Thekidneyandosmoregulation (4lessons),11.4Sexualreproduction(4lessons),8.2Cellrespiration
(5lessons),8.3Photosynthesis (5 lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricular
Links
Specific Assessments:
PracticalTasks
UnitTopic12:
TOK:T h e l o l l i p o p e x p e r i m e n t u s e d t o w o r k o u t t h e b i o c h e m i c a l d e t a i l s o f
the Calvin cycle shows considerable creativity. To
w h a t extentisthecreationofanelegantprotocolsimilartothecreationofaworkof
art?KnowledgeinNaturalsciencevsKnowledgeinArt
TOK:PeterMitchell’schemiosmotictheoryencounteredyearsofoppositionbeforeitwasfinallyaccepted.Forwhatreasonsdoes
falsificationnotalwaysresultinanimmediateacceptanceofnewtheoriesoraparadigmshift?Paradigmshift
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 8 test: MCQ only (0.5 lesson)
Openbookmockmock
Mockexams
HLPractical–Kidneydissection(0.5lesson)
HLPractical–ModellingtheETC(1lesson)
HLPractical–Examiningovaryandtestistissue(0.5lesson)
OptionANeurobiologyandBehaviour LearnerProfileAttribute:
Reflective
Inquiry:What islearning?
ThistopicissetasselfstudyinDP2Christmasholidays.Followedupwithfocusedclassroomactivitiesafterthemocks.
TimeAllocation:
Knowledge/ Concepts/ Skills:
Core–A.1Neuraldevelopment(5lessons),A.2Thehumanbrain(5lessons),A.3Perceptionofstimuli(5lessons)
AHL–A.4Innateandlearnedbehaviour (3lessons),A.5Neuropharmacology (4lessons),A.6Ethology (3lessons)
TOK/CAS/
International
Mindedness/LocalorGlobalLinks/
CrossCurricularLinks
IM:C u l t u r a l experiences,includingtheacquisitionofalanguage,resultsinneuralpruning.
IM:Thedefinitionoflivingvariesdependingonlocalandnationallawsandculture.
TOK:Inmedicinetheconceptofdeathisdefinedintermsofbrainfunction,butsometimesconflictscan occurwhenthemedical
criteriafordeathdifferfromthefamily’scriteriafordeath.Towhatextentshouldtheviewsofthefamilymembersbegivenpriority
when making decisions in medical ethics? What criteria should be used to make ethical decisions?
Specific Assessments:
Pre-teachingofvocabularyandassessingpriorknowledge(1lesson)
Summative End of Unit 8 test : MCQ only (0.5 lesson)
PracticalTasks
Practical–EyeDissection(1lesson)
Practical–
colourvisionexperiments(1lesson) Practical
– Taxis and Kinesis (1 lesson)
Blindspotdemo