1. Unit title Photosynthesis
Teacher(s) Erika Estrada
Subject and grade level Biology – Grate 9 Year 5 (2011-2012)
Time frame and duration ThirdBimester (January 10 2012 – March 30 2012)
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus Significant concept(s)
Environments Concepts
Awareness/Consciousness:
Systems - A system is a set of interacting
The student will investigate and understand
elements that work as a whole. All elements
basic life processes –photosynthesis- and
of a system are interrelated and depend on
comprehend the importance of the
each other to function healthily and properly.
preservation of large photosynthetic hubs like
To learn the processes of a system, it is
the rain forest.
important to learn about its different
elements. Photsynthesis is a system that is
Action:
fundamental to the health of our planet.
Students do a photosynthesis model to
represent a topic and write an explanation, and
discuss in small groups the significance of the
model and why they are representative of the
topic beside student using basic lab resources
students to discover answer to the unit
questions through real-world investigation.
Reflection:
The students will comprehend the importance
of photosynthetic organisms for the energetic
and chemical balance in all of earth
ecosystems.
MYP unit question
Why doesn’t life exist on Mars?
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2. Taken From File:Concept Mars
colony.jpghttp://en.wikipedia.org/wiki/File:Concept_Mars_colony.jpg
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?
1. Workshop Photosynthesis: Criterion A, C. 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 9
2. Pre-Lab Photosynthesis: Criterion B, D, F. Design photosynthesis Lab. Last Date: Cycle 2 (Jan 24-31)
9A February 2
9B February 1
3. Lab Practice Photosynthesis: Criterion 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)
9A February 7 5 &6 hour Biology class.
9B February 9 1 &2 hour Biology class.
4. Report Lab Photosynthesis. Criterion B, D, E, 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 17
5. 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 & 6.
9A February 23
9B February 28
6. Evaluation: Criterion C. Student will comprehend and understand the importance of the preservation of large
photosynthetic environments on earth.
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
Criterion D - Scientific enquiry
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3. Criterion E -Processing Data
Criterion F - Attitudes in science.
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?
Knowledge
 Concepts Photosynthesis
 Light Reactions
Photosystem I & Photosystem II
 Dark Reactions
Carbon Fixing Reactions
Calvin 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.
All statements baccalaureate international 2011 © EJE 3