MYP Unit Planner
Unit Title:
Teacher(s):
Subject and grade level:
Time frame and duration:
Learning Profile
1.CARING
2.OPEN-MINDED
3.BALANCED
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Biochemistry
Andrew Thomas, Heather Steinholt
Grade 10
MYP 5
4 weeks
Learning Profile
4.PRINCIPLED
5.INQUIRERS
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6.THINKERS
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Learning Profile
7.KNOWLEDGEABLE
8.COMMUNICATORS
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9.REFLECTIVE
Significant Concept (Big Ideas)
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All Living things are made of molecules – main biological molecules
Enzymes – role in controlling biochemical reactions
Importance and significance of the discovery of DNA structure
Standing of on the shoulders of giants
Ethics of genetic engineering
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Learning Profile
10.RISK TAKERS
11.CREATIVE
(Riverside Addition)
12.PROACTIVE
(Riverside Addition)
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AOI Focus (Context)
ATL (Skills)
Community and Service
Organisation
Reflection
Thinking
Transfer
Collaboration
Communication
Information Literacy
Environments
Human Ingenuity
Health and Social Education
MYP Unit Question
And you call me a control freak ?
How does the AOI provide a focus for the question
Human Ingenuity - With our current ability to control biochemical processes, are we making the right decisions?
Common Summative Assessment Task
Test: End of Unit
Exam : Biochemistry
Lab: Strength of hair
Lab: Feeding habits investigation
Lab: DNA extraction
Lab: Affect of surface area on rate of reaction
Lab: Which vegetable has the most catalase
Essay/Debate/Tv Show: Genetic Engineering
Criterion(s) assessed
C
C
D,E,F
E,F
F
D,E,F
D,E,F
A, B, C
Unit Overview
Lesson Objectives
b.
Organizational hierarchy of living things
Carbon based life
c.
i. Bio-molecules
a.
ii. The four main groups of bio-molecules
d.
carbohydrates made up of C, H, O
e.
lipids made up of C, H, O
a. fats and oils
f.
proteins made of C, H, O, N, S
g.
The presence of bio-molecules in foods can be
determined through the use of specific tests
Enzymes
h.
Learning Experiences and Teaching Strategies
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Atoms (SPONCH), Molecules, Cells, Tissues, Organs, Organ systems, Organisms
Examine carbon as a suitable element for the construction of more complex molecules and
therefore life.
 Build simple biological molecule - glucose, amino acid, lipid
 All large biological molecules are made up of smaller groups called monomers attached
together in condensation reactions to form polymers
 condensation reaction involves removal of a water molecule and formation of a bond linking
monomers together
 hydrolysis reactions break up polymers into their smaller monomers; involves the addition of
water and breaking of the bond
 sugars – monomers
 disaccharides – 2 sugars linked together
 polysaccharides – many sugar molecules linked together to form long chains: starch, glycogen,
cellulose
 short-term energy storage
 composed of glycerol (3-C sugar) and long-chain fatty acids (NOT POLYMERS)
 contain more energy per gram than carbohydrates
 used for long-term energy storage
 composed of monomers – amino acids
 linked together by peptide bonds (also condensation-type reaction)
 functions of proteins
 structural (muscle, hair, fingernails)
 Lab – measuring the strength of hair (D,E,F)
 Enzymes
 The presence of bio-molecules in foods can be determined through the use of specific tests –
Gotcha Lab (F)
 Enzymes are protein molecules which function as catalysts for chemical reactions that take
place in the cell.
 Catalysts speed up chemical reactions but are not themselves changed in the reaction.
 Enzymes are specific.
 Enzymes act on substrate molecules.
 Enzymes are not used up in a reaction.
 Enzymes can be used more than once.
 An example of an enzyme-catalyzed reaction is the breakdown of hydrogen peroxide by
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catalase.
Enzymes depend on their structure. Their structure can be affected by their environment: pH,
temp
Lab – How does Surface area affect the rate of enzyme controlled reaction (E)
Lab – Vegetable and catalase (D,E,F)
Industrial use of enzymes (poster) (B)
DNA found in chromosomes- genetic information, Double helix
RNA found in cytoplasm – site of protein synthesis
Monomers – nucleotides
Nucleotides made up of: nitrogen bases, sugars, phosphate groups
DNA extraction (F)
Transcription – copying DNA to RNA
Translation – RNA to Protein
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Hands on activity to show how errors in DNA can cause control problems
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Link back to Panspermia and the Universality of Adenine.
Compare phylogenies
What are our future choices and who should make these decisons
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i.
nucleic acids
j.
l.
DNA to protein – brief study of protein synthesis.
Emphasise that proteins (enzymes) are the
control freaks of the biological world
Understand how changes to the DNA can cause
changes to the protein and thus affect control in
the organism.
Universality of the genetic code
m.
Genetic engineering: process and ethics
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Model building for bio-molecules
Extra time/support give for tests
Structured support for Genetic engineering essay
List of key term s for students
Genetic problems dependent on student ability
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Content Links (Preceding or Succeeding Units)
Cells and Genetics
k.
Differentiation
Cross-Curricula Links
IT: Online activities/Research skills
English: Referencing
Approaches to Learning
Thinking skills: Give a personal opinion and support it with reasoned argument
Research skills: Plan and carry out a research exercise directed towards specific and detailed information obtained forma a variety of sources.
Research skills: locating and presenting information , acknowledging sources
Communication: Take care over the presentation of work and have a sense of what helps and hinders effective communication
Communication: writing a lab report using an appropriate format
Self management: Can use equipment effectively and use time appropriately
Self management: completing an experiment effectively and within a time limit
Social: Working independently and in small groups on a given task
Reflection
Teacher(s) Signature _____________________________
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HOD Signature _________________________________