INTRODUCTION:
Experimental Science: The Human Being and the Natural World
Chemistry of Life: IB Biology
The following sample of work relates to the set of common values and strategies of
PACE. Common strategies and core belief is used during the whole process.
The following scheme of work is based on Sections 3.1 – 3.5 in the core of the IB Biology
course,1 which looks at the ‘chemistry of life’.
For realisation of this project you need about 9.5 hours. The module Chemistry of life
has five stages: 1.) Chemical elements and water, 2.) Carbohydrates, lipids and proteins,
3.) DNA structure, 4.) DNA replication, 5.) Transcription and translation.
Additional materials for lab practices, worksheets, names of sites with the animations
for better understanding and other useful information are also provided.
AIMS:
To introduce students to the main characteristics of inorganic and organic compounds
of living things, to show them importance of these compounds for living things and to
develop their manual skills through lab practice.
This Module was used in Banja Luka, during the IB Biology class. I used the IB Diploma
Program Biology Guide (March 2007). www.click4biology was also very useful.
There are ten students in my class and all of them are fond of laboratory work, as this
project was basically connected to this kind of work they immediately liked the idea.
There are varieties of resources that can be used here e.g. websites, animations,
worksheets from the book ‘Biozone2’ etc.
During the lessons, they were encouraged to develop their own, well-founded ideas and
express them in both oral and written work.
1
2
Diploma Programme Biology Guide (March 2007). IBO, Cardiff
Senior Biology 1: Student Workbook (2007), Biozone International Limited, New Zealand
STAGE 1: Chemical elements and water
Duration 2.5h
INTRODUCTION: You need 1.5 hours for theory and 1 hour for practice
During this stage, students are introduced to biochemistry, with structure of water and
other important elements in living organisms.
Refer to folder: stage 1- Chemical elements and water (there is a power point
presentation and additional material for lab work).
THE COMMON STRATEGIES
Experiential learning: practical work in tandem with theory.
Opportunities for learning both inside and outside the classroom. (For example, via
small group projects, perhaps with a social service element, designed and organised by
students themselves; via field trips; via visits to relevant institutions/sites.)
Subject material with “real life applications” and connections to the world outside the
classroom.
Diversity of teaching methods, resources and aids;
A participatory approach to class, with students taking responsibility for contributing;
Students challenged to develop their own, well-founded ideas and express them in their
work
Collaborative work amongst students and between students and teacher;
STAGE 2: Carbohydrates, lipids and proteins
Duration: 3h
During this stage, students are introduced to the structure and function of
carbohydrates, lipids and proteins.
Refer to folder: stage 2- Carbohydrates, lipids and proteins (there is a power point
presentation and additional material for lab work).
THE COMMON STRATEGIES
Experiential learning: practical work in tandem with theory.
Opportunities for learning both inside and outside the classroom. (For example, via
small group projects, perhaps with a social service element, designed and organised by
students themselves; via field trips; via visits to relevant institutions/sites.)
Subject material with “real life applications” and connections to the world outside the
classroom.
Diversity of teaching methods, resources and aids;
A participatory approach to class, with students taking responsibility for contributing;
Students challenged to develop their own, well-founded ideas and express them in their
work
Collaborative work amongst students and between students and teacher;
STAGE 3: DNA STRUCTURE
Duration: 2h
During this stage, students are introduced to the structure of DNA
Refer to folder: stage 3- DNA structure (there is a power point presentation and
additional material for lab work).
THE COMMON STRATEGIES
Experiential learning: practical work in tandem with theory.
Diversity of teaching methods, resources and aids;
A participatory approach to class, with students taking responsibility for contributing;
Students challenged to develop their own, well-founded ideas and express them in their
work
Collaborative work amongst students and between students and teacher;
STAGE 4: DNA REPLICATION
Duration: 1h
During this stage, students are introduced to the mechanism of replication of DNA.
Refer to folder: stage 4- DNA replication (there is a power point presentation and
additional material (animation and worksheet).
THE COMMON STRATEGIES
Experiential learning: practical work in tandem with theory.
Diversity of teaching methods, resources and aids;
A participatory approach to class, with students taking responsibility for contributing;
Students challenged to develop their own, well-founded ideas and express them in their
work
Collaborative work amongst students and between students and teacher;
STAGE 5: Transcription and translation
Duration: 2h
During this stage, students are introduced to the processes of transcription and
translation.
Refer to folder: stage 5- Transcription and translation (there is a power point
presentation and additional material- animation and worksheet).
THE COMMON STRATEGIES
Experiential learning: practical work in tandem with theory.
Diversity of teaching methods, resources and aids;
Collaborative work amongst students and between students and teacher;
CONCLUSION
The Pace project was introduced to students and they were asked to comment and
decide if they were interested in doing it. Bearing in mind that our curriculum is very
strict and allows very few changes I wanted to be sure that my students would benefit
from it. As I strongly believe in this project I was very happy to see them showing
interest.
Everything started in November; and we reached our goals within thirteen lessons of
forty-five minutes each.
The module Chemistry of life has five stages; the plan was to finish it within twelve
lessons, but during the process students showed great interest and I decided to add one
more lesson.
What students liked most was the opportunity to apply the theory, which was presented
to them to the real life application.
The variety of strategies and ideas presented in the core beliefs was used during our
classes.
They studied in the relaxed environment, and what they liked most was the opportunity
to participate equally during the whole process.
Teachers will decide which parts can be shorten or extended, since the topic allows wide
range materials.