Unit title Photosynthesis

Teacher(s) Erika Estrada

Subject and grade level Biology – Grate 9 Year 5 (2011-2012)

Time frame and duration Third Bimester (January 10 2012 – March 30 2012)

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus Significant concept(s)

EnvironmentsThe importance of photosynthetic organisms for the maintenance of all the balance of the earth and Student will comprehend and understand the importance of the preservation of large photosynthetic hubs like the tropical rain forest for the survival of all species on earth.

The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.

MYP unit question

¿How plants eat?

AssessmentWhat 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?

1. Workshop:  Criterion A, C, D. Students will work by solving practical workshop Chapter 8. Sadava, et al. 2008. Life. The Science of Biology. Eighth Edition. Last Date: Cycle 3 (Feb 01 – Feb 08) 9A February 7 - 9B February 92. Pre-Lab Photosynthesis: Criterion B, C, D, F. Design photosynthesis Lab. Last Date: Cycle 2 (Jan 24-31) 9A February 2 - 9B February 13. Lab Practice Photosynthesis: Criterion A, D, E, F. Students must do photosynthesis lab and take the raw data in the laboratory of Ciedi (time 2 hours and only day for do the lab): Last Date: Cycle 3 (Feb 01-Feb 08) 9 A February 7. 5 and 6 hour Biology class. 9B February 9. 1 and 2 hour Biology class.4. Report Lab Photosynthesis. Criterion B, C, D, E, and F. Students will present data in an organized manner with analysis and conclusions. Format APA. Cycle 4 (Feb 9-Feb16) 9A February 15 - 9B February 175. Model of Photosynthesis. Criterion A, B, C and F. Make a model based on photosynthesis. Students will write a summary and analysis related to photosynthetic processes and they will oral exposition. Date: Cycle 5 and Cycle 6. 9A February 23 - 9B February 286. Evaluation: Criterion A, C. They must use concepts and apply scientific knowledge to solve problems remember scientific data and review scientific vocabulary. Cycle 6. 9A February 29 - 9B February 29

Which specific MYP objectives will be addressed during this unit?

Acquire the knowledge of scientific concepts and academic abilities necessary to solve problems and take adequate decisions in scientific research contexts.

Which MYP assessment criteria will be used?

Criterion A - One world / Criterion B - Communications skills / Criterion C -Knowledge and understanding /

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Criterion D - Scientific enquiry /Criterion E -Processing Data / Criterion F - Attitudes in science.

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

ContentWhat 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?

Knowledge Concepts Photosynthesis Light Reactions

Photosystem I & Photosystem II Dark Reactions

Carbon Fixing ReactionsCalvin Cycle - C3 And C4 plants

Skills Based on collected data and/or conceptual information the students can formulate a hypothesis

which can be proved by an experimental process. Communicate and express in a proper form both orally and in written form their scientific

knowledge. Be able to hear and analyze the ideas of other members of the group respecting their points of

view and ideas.

Standards Know and follow the laboratory space rules and regulations. Know and follow the bibliographic rules accepted in science and apply then to their own work At

were involve. Identify the reliable sources of information available both digitally and in a hard form. Use a proper scientific language both orally and in a written form.

Approaches to learningHow will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

In this unit students will develop the ability to engage in processes to obtain of knowledge based on their own process of observation, data collection and interpretation and the capacity to generate hypothesis and conclusions.

Learning experiencesHow 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?

Teaching strategiesHow 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?

The previous knowledge of students will be established by applying a brainstorming at the beginning of the unit.

Students will follow a previously and commonly socialized plan for the unit with pre-established objectives and works.

Students will base their knowledge on pre-established conceptual lectures, laboratory practices, programmed scientific readings and photosynthesis model.

Special attention will be taken to detect any linguistic or conceptual deficiencies so that any special case will work with special tutoring hours.

Reassessing conceptual and procedural errors, the students can identify their weaknesses and correct them to strengthen that area.

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ResourcesWhat 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?

Text Book: LIFE. The science of Biology. Sadava, et al. 2008. / Ciedi Library. / Ciedi Biology Laboratory. / Video Beam. / Internet links, videos and animations

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 teachersWhat 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 reflect—both 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 connectionsHow 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?AssessmentWere 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 collectionHow did we decide on the data to collect? Was it useful?

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