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| Grade 11 |
|
Topic: Cell Biology |
| IB Learner Profile | Learning Activity |
| Inquirers | Learners investigate the countries that practise the use of stem cells in treating some diseases. Learners inspect under microscope the different microorganisms found in pond water |
| Knowledgeable | Learners explain the advantages and the issues in the use of embryonic stem cells considering the laws, cultural and religious traditions in Southeast Asia and the Western countries. Learners analyse how to apply mathematical operations to compute for conversion of units and magnification. Learners define different terminologies in this topic. |
| Thinkers | Learners show creative and critical thinking through sharing their argument and their position in the debate. |
| Communicators | Learners express the facts they gathered from their research. Learners illustrate the microorganisms or cells viewed under microscope |
| Principled | Learners describe the positive impacts of the use of stem cells to treat the disease and the ethical implications of research. |
| Open-minded | Learners distinguish the different sources of stem cells, how it is being harvested and implanted to the person being cured. |
| Caring | Learners discuss how the use of embryonic stem cells can threaten the life of a developing embryo. |
| Risk-Takers | Learners critique the classmate’s argument and facts in the debate activity. Learners examine different samples of microorganisms from different sources of water |
| Balanced | Learners reflect the advantage of collaboration amongst scientists in different parts of the globe. |
| Reflective | Learners realise that a stem cell can differentiate to many other cells and through this some diseases are medicated. Learners assess the substances that move in and out of the cells |
| Grade 12 |
|
Main Topic: Human Physiology |
| IB Learner Profile | Learning Activity |
| Inquirers | Learners examine how long starch can be digested by enzymes through varying temperatures. |
| Knowledgeable | Learners discuss the structure of the small intestine, heart and blood vessels and the processes each system performs. |
| Thinkers | Learners analyse the effect of HIV in the human body by interpreting the progression of AIDS. |
| Communicators | Learners express their thoughts by presenting the diagrams and drawings of the structures of the alimentary canal, blood vessels and heart. |
| Principled | Learners decide to answer the past paper questions using their own words and understanding despite the opportunity to access markscheme. |
| Open-Minded | Learners demonstrate the willingness to accept that theories are uncertain. An example of this is how a scientist like William Harvey overturned Galen’s theories. |
| Caring | Learners discuss the cause and consequences of blood clot formation in coronary arteries leading to promoting a healthy lifestyle. |
| Risk-Takers | Learners design an experiment to test the rate of digestion of starch from different sources and antibacterial effect of plant extract to some microorganisms (I.A). |
| Balanced | Learners decide which strategy best fits them to answer the past paper questions. |
| Reflective | Learners adjust their practices to improve the quality of their lifestyle. |
