DP unit planner 2 (MYP aligned)

Teacher(s) Alejandro Franco Subject group and course Group 4, Biology

Course part Meiosis, Karyograms and Karyotyping SL or HL/Year 1 or 2 HL/1 Dates April 2013
and topic
Semester 2

Unit description and texts DP assessment(s) for unit

 Paper 1, Multiple choice
A detailed look at meiosis, variation and the relation with sexual
reproduction. Topic 4.2 for both SL and HL and 10.1 for HL, in  Paper 2, Data based, short and extended response
preparation for papers 1 and 2. Biology course companion (Oxford) and  PSOW 4, Computer models and simulations, use of databases
Higher Level Biology (Pearson) textbooks

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer”, or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

1. Students will understand how genes combine to provide new combinations that are different from both parents (variation), how this is a
consequence of cell division, and how these combinations reflect the effects of the environment.

2. Students will demonstrate their understanding by writing organized, precisely worded essays and short answers that use support from annotated
diagrams of the different stages of meiosis and its relationship with sexual reproduction, as well as interpreting and analysing karyograms.

3. Students will demonstrate their understanding of the effects of having access to the information in a person’s genetic makeup by effectively
researching, discussing and debating the topics of abortion, gender selection, genetic screening and chromosomal abnormalities.

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 Essential understandings
List here the key content/skills/concepts that students will know/have at the end of the unit.

Students will know the following content:

1. Students will be able to define what a homologous chromosome is, as well as distinguish between them and sister chromatids.
2. Students will be able to state that meiosis is a reduction division of a diploid nucleus to form haploid nuclei.
3. Student will be able to state Mendel’s Law of Independent Assortment.
4. Students will be able to state that a karyogram shows the chromosomes of an organism in homologous pairs of decreasing length.
5. Students will be able to distinguish between meiosis and mitosis.
6. Students will be able to outline the stages of meiosis and describe the behaviour of chromosomes in these.
7. Students will be able to outline the relationship between crossing over, homologous chromosomes, random orientation and variation.
8. Students will be able to describe the methods of obtaining cells for making a karyogram.
9. Students will be able to explain the relationship between karyotypes, non-disjunction and meiosis.
Students will develop the following skills:
10. Students will be able to identify the stages of meiosis by looking at cells through a microscope.
11. Students will be able to identify the stages of meiosis by staining tissues containing germ-line cells.
12. Students will be able to identify the stages of meiosis when looking at diagrams.
13. Students will be able to make annotated diagrams of the stages of meiosis.
14. Students will explain and analyse a karyogram.
15. Students will be able to write about the relationship between meiosis, variation, sexual reproduction and evolution.
Students will grasp the following concepts:
16. Certain beliefs remain in a culture for long periods of time.
17. Gender discrimination and pre-natal screening can lead to increased rates of abortion.
18. Social stigmatization has an effect on family life.
19. Scientific discoveries require time, meticulous observations and acceptance by the scientific community.
20. There are differences between laws and theories in science.

Inquiry questions

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 List here the understandings above written in question form, preferably as ones that inspire students to answer them.

Content-based:
1. What is meiosis and how does it happen?
2. When and where does meiosis happen?
3. What are the differences between a homologous chromosome and sister chromatids?
4. What are the differences between these and chromatin?
5. How are Mendel’s laws associated with meiosis?
6. What is a karyogram and what does it show?
7. What is the difference between a karyogram and a karyotype?
8. What is the difference between meiosis and mitosis?
9. What are the stages of meiosis? What happens to the chromosomes in these stages?
10. What is the relationship between crossing over, homologous chromosomes, random orientation and variation?
11. What happens if meiosis goes wrong? How do you know?
12. What is the relationship between karyotypes, non-disjunction and meiosis?
Skills-based:
13. What does a cell undergoing meiosis look like through a microscope?
14. How do diagrams of cells undergoing meiosis look like?
15. How do you obtain cells for making a karyogram?
16. How do you analyse a karyogram?
17. How can you explain the relationship between meiosis, variation, sexual reproduction and evolution?
Concepts-based:
18. What role do biological and genetic factors play in someone’s decision to undergo an abortion?
19. Who should have access to the genetic information of a patient?
20. Who should control what can and can’t be done with the genetic information of an individual?
21. What makes religious/cultural beliefs so difficult to change? When is it acceptable that they don’t?
22. If you are aware of the risks of having a child, should you still decide to?
23. Why are scientists resilient to change? Why are scientific “truths” difficult to change?
24. Can a theory become a law?

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ACTION: teaching and learning through inquiry
Content/skills/concepts Learning process
Cut and paste or draw from the essential understandings listed above in “Inquiry”. Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
1. Students will be able to define what a homologous chromosome is, as well as
distinguish between them and sister chromatids. Lecture
2. Students will be able to state that meiosis is a reduction division of a diploid Socratic seminar
nucleus to form haploid nuclei.
3. Students will be able to state Mendel’s Law of Independent Assortment. Small group/pair work
4. Students will be able to state that a karyogram shows the chromosomes of an Powerpoint lecture/notes
organism in homologous pairs of decreasing length.
5. Students will be able to distinguish between meiosis and mitosis. Individual presentations
6. Students will be able to outline the stages of meiosis and describe the behaviour Group presentations
of chromosomes in these.
Student lecture/leading
7. Students will be able to outline the relationship between crossing over,
homologous chromosomes, random orientation and variation. Interdisciplinary learning
8. Students will be able to describe the methods of obtaining cells for making a Details:
karyogram.
9. Students will be able to explain the relationship between karyotypes, non- Other/s:
disjunction and meiosis. Online activity and research.
Class discussion.

Students will develop the following skills:

Formative assessment:
10. Students will be able to identify the stages of meiosis by looking at cells through a
microscope. 1. Written description of meiosis
11. Students will be able to identify the stages of meiosis by staining tissues 2. Diagram and flow chart of stages of meiosis

DP unit planner 2 (MYP aligned) 4

 containing germ-line cells. 3. Meiosis online activity
12. Students will be able to identify the stages of meiosis when looking at diagrams. 4. Looking at meiosis through the microscope
13. Students will be able to make annotated diagrams of the stages of meiosis. 5. Onion toot tip squash lab
14. Students will explain and analyse a karyogram. 6. Annotation of diagram exercise based on images
15. Students will be able to write about the relationship between meiosis, variation, obtained from the internet
sexual reproduction and evolution. 7. Online research and class discussion
8. Chromosomal abnormality research and discussion
Students will grasp the following concepts:
9. Practice questions from past papers
16. Certain beliefs remain in a culture for long periods of time.
17. Gender discrimination and pre-natal screening can lead to increased rates of
abortion.
Summative assessment:
18. Social stigmatization has an effect on family life.
19. Scientific discoveries require time, meticulous observations and acceptance by 1. Meiosis quizzes
the scientific community. 2. Diagram comparison of stages of mitosis and meiosis
20. There are differences between laws and theories in science. 3. Semester exam
4. Essay on the relationship between meiosis, variation,
sexual reproduction and evolution
5. Group presentation
6. Karyotyping activity online

Differentiation:
For more information on the IB’s approach to differentiation,
please see the guide.
Affirm identity—build self-esteem
Value prior knowledge

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 Scaffold learning
Extend learning
Details:

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

Thinking
Social
Communication
Self-management
Research
Details: Individual and group research and presentations

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 Language and learning TOK connections CAS connections
Check the boxes for any explicit language and Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
learning connections made during the unit. For made during the unit. If you check any of the boxes, provide a brief
more information on the IB’s approach to note in the “details” section explaining how
language and learning, please see the guide. students engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: annotation of diagrams, quizzes and Details: Natural sciences
semester exam

Resources

List and attach (if applicable) any resources used in this unit.

Pearson Baccalaureate: Higher Level Biology (and weblinks)

Oxford: Biology Course Companion

Meiosis and Mutations presentations (see links)

Karyotyping activity: http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html

Gene linkage: http://www.slideshare.net/gurustip/dihybrid-crosses-gene-linkage-and-recombination.html

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REFLECTION: Considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
 Comparison diagrams between mitosis and  Onion root tip squash was long and difficult  Taking some time to explain gene linkage to
meiosis, students were able to understand for manipulation. Few clear results were reinforce crossing-over, or alternatively not
and visualize the differences in the two obtained. mentioning gene linkage at all in this module.
processes.  A connection with gene linkage should have  Clear explanation of gametogenesis in men
 Online activities were engaging, fun, been made here to clarify crossing over. and women.
informative and challenging.  The discussion on the differences between  A good discussion/debate on ethical
 Meiosis in cells through a lab was challenging meiosis in men and woman was confusing for implications of karyotyping can be done,
and helped students see that it is not always some students who struggled with the idea of associated with abortion and gender
quite clear or easy to identify the cells. “one” cell being produced. selection.
 Chromosomal abnormality research, students’  Some students struggled to separate gene  Carefully look at which ATL can be used and
interest and understanding of meiosis mutation from chromosomal mutations. reinforce these more in the struggling
increased as it made it more real for them; it  Misconception that not all organisms have 23 students.
also brought questions about male and female pairs of chromosomes, even though this was
processes and discussions about age and reinforced throughout, in the semester exam
reproduction. multiple choice question; this question was
 Reinforcement of the differences between wrong by more than one student.
homologous chromosomes and sister  Comparison of sampling techniques was a
chromatids, in the diagram and the flow chart, little vague, more focus or maybe in class
helped students understand the different rather than homework assignment.
stages of the process more clearly.
 Essay writing was very productive, though
students do not really like to write long essays
in class. The research and practice of putting
things in paragraph form reinforced their
knowledge, helped them clarify concepts and
practice their communication skills to ensure
meaning was being passed on.
 Use of practice problems and past paper
questions helped them get familiar with
examiner expectations and standards.

Transfer goals

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 List the transfer goals from the beginning of this unit planner.
1. Students will understand how genes combine to provide new combinations that are different from both parents (variation), how this is
a consequence of cell division, and how these combinations reflect the effects of the environment.

2. Students will demonstrate their understanding by communicating in developed, organized and precisely worded commentaries that
use support from annotated diagrams of the different stages of meiosis and its relationship with sexual reproduction, as well as
interpreting and analysing karyograms.

3. Students will demonstrate their understanding of the effects of having access to the information in a person’s genetic makeup by
conducting research and discussing and debating about the topics of abortion, gender selection, genetic screening and chromosomal
abnormalities.

Transfer reflection
How successful were the students in achieving the transfer goals by the end of the unit?

Both students and I felt that this was a good experience, and that it was useful. Students felt well prepared, as they had practised these skills
with the exercises in class and the data questions, as well as the online activities.
Students were capable of achieving transfer goals 1 and 2, though struggled with transfer goal 3 in that they struggled to stay logical and
empirical and not get emotional; this is a huge area ripe for improvement (debate, Socratic seminar, etc.) that would make connections with
other areas clearer.
Overall, I feel that the transfer goals were met and that the assessments, both formative and summative, were adequately designed to
facilitate transfer in these areas.

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