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Teacher(s) Elizabeth Subject group and course Group 4/IB Biology Y2 SL

Course part Unit 5 Equilibrium C3.1, D3.3 SL or HL/Year 1 or 2 SL Y2 Month & 11 hours- July
and topic Duration

Unit description and texts DP assessment(s) for unit

Homeostasis is a dynamic equilibrium that is maintained in body Unit Formative and Summative assessment(s)
tissues and organs. It is dynamic because it is constantly adjusting to
● Research Paper - How does sickle cell affect homeostasis?
the changes that the systems encounter. It is equilibrium because
body functions are kept within a normal range, with some ● Homeostasis: Negative Feedback Pathways in the Human Body Activity
fluctuations around a set point.
The maintenance of homeostasis in the body typically occurs using
feedback loops that control the body’s internal conditions. Feedback
loop is defined as a system used to control the level of a variable in
which there is an identifiable receptor (sensor), control center
(integrator or comparator), effectors, and methods of
communication.
Sickle Cell Theme throughout the course
New IB Biology Guide First Assessment 2025

INQUIRY: establishing the purpose of the unit

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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.

Statement of Inquiry: In recent years, the basic biochemical unity of all plants, fungi, animals, and microbes has become increasingly apparent.
Phenomenon:
The correction of anemia in Sickle Cell Disease requires careful balancing of the detrimental effects of anemia with the potential risks associated with
increased blood viscosity.
Crosscutting Concepts
● Systems and System models
● Patterns
● Stability and Change
● Interactions and Equilibrium
CORE IDEAS
● Integration of Body Systems
● Levels of organization
● Nervous System
● Endocrine System
● Brain
● Sleep
● Hormones
● Feedback mechanisms

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 ● Peristalsis
● Homeostasis
● Regulation of Blood Glucose
● Type 1 & 2 Diabetes
● Thermoregulation

SEP:
● Asking Questions and Defining Problems
● Constructing Explanations
● Analyze & Interpret Data

ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process
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:

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C3.1, D3.3 Students will know the following content/Students will grasp the following Learning experiences and strategies/planning for self-
concepts: C3.1 Integration of Body Systems (Interaction and Interdependence - supporting learning:
Organisms)
Lab Investigations/Activities Lecture
GQ –
Socratic Seminar
● What are the roles of nerves and hormones in integration of body systems?
Small Group/Pair Work
● What are the roles of feedback mechanisms in regulation of body systems?
PowerPoint Lecture Notes Individual Presentations
Guidance:
Group Presentations
C3.1.1—System integration This is a necessary process in living systems. Coordination
Student Lecture/Leading the class
is needed for component parts of a system to collectively perform an overall function.
C3.1.2—Cells, tissues, organs and body systems as a hierarchy of subsystems that are Interdisciplinary Learning
integrated in a multicellular living organism Details:
Students should appreciate that this integration is responsible for emergent Modeling, Think/Pair/Share, CER, Writing Prompts, Videos, etc.
properties. For example, a cheetah becomes an effective predator by integration of its Accommodations:
body systems. C3.1.3—Integration of organs in animal bodies by hormonal and
nervous signaling and by transport of materials and energy Distinguish between the ● SWD/504 – Accommodations Provided
roles of the nervous system and endocrine system in sending messages. Using ● ELL – Reading & Vocabulary Support
examples, emphasize the role of the blood system in transporting materials between
organs. ● Intervention Support

Muscle contraction. C3.1.13—Control of the endocrine system by the hypothalamus ● Extensions – Enrichment Tasks and Project
and pituitary gland Students should have a general understanding, but are not Assessment Objectives:
required to know differences between mechanisms used in the anterior and posterior
The assessment objectives for biology reflect those parts of the
pituitary.
aims that will be formally assessed either internally or
C3.1.14—Feedback control of heart rate following sensory input from baroreceptors externally.
and chemoreceptors Include the location of baroreceptors and chemoreceptors.
It is the intention of this course that students can fulfil the
Baroreceptors monitor blood pressure. Chemoreceptors monitor blood pH and
following assessment objectives.
concentrations of oxygen and carbon dioxide. Students should understand the role of
the medulla in coordinating responses and sending nerve impulses to the heart to 1. Demonstrate knowledge of:

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change the heart’s stroke volume and heart rate. A. terminology, facts, and concepts
C3.1.15—Feedback control of ventilation rate following sensory input from B. skills, techniques, and methodologies.
chemoreceptors Students should understand the causes of pH changes in the blood.
2. Understand and apply knowledge of:
These changes are monitored by chemoreceptors in the brainstem and lead to the
control of ventilation rate using signals to the diaphragm and intercostal muscles. A. terminology and concepts
C3.1.16—Control of peristalsis in the digestive system by the central nervous system B. skills, techniques, and methodologies.
and enteric nervous system Limit to initiation of swallowing of food and egestion of
feces being under voluntary control by the central nervous system (CNS) but peristalsis 3. Analyze, evaluate, and synthesize:
between these points in the digestive system being under involuntary control by the A. experimental procedures
enteric nervous system (ENS). The action of the ENS ensures passage of material
through the gut is coordinated. B. primary and secondary data

LQ – C. trends, patterns, and predictions.

● What are examples of branching (dendritic) and net-like (reticulate) patterns of 4. Demonstrate the application of skills necessary to carry out
organization? insightful and ethical investigations

● What are the consequences of positive feedback in biological systems? Formative assessment:
D3.3 Homeostasis (Continuity and Change - Organisms)
Quiz/Test
GQ –
Lab Analysis/Report
● How are constant internal conditions maintained in humans?
Project/Model
● What are the benefits to organisms of maintaining constant internal conditions?

Guidance: D3.3.1—Homeostasis as maintenance of the internal environment of an

organism Summative assessment:

Quiz/Test
Variables are kept within preset limits, despite fluctuations in external environment.

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Include body temperature, blood pH, blood glucose concentration and blood osmotic Lab Analysis/Report Lab Practical
concentration as homeostatic variables in humans.
Project/Model
D3.3.2—Negative feedback loops in homeostasis Students should understand the
CER/Reflection
reason for use of negative rather than positive feedback control in homeostasis and
that negative feedback returns homeostatic variables to the set point from values Essay/Writing Assignment
above and below the set point.
D3.3.3—Regulation of blood glucose as an example of the role of hormones in
homeostasis Include control of secretion of insulin and glucagon by pancreatic
endocrine cells, transport in blood and the effects on target cells. Differentiation:

D3.3.4—Physiological changes that form the basis of type 1 and type 2 diabetes Affirm Identity - build self-esteem
Students should understand the physiological changes, together with risk factors and Value Prior Knowledge
methods of prevention and treatment. Scaffold Learning
D3.3.5—Thermoregulation as an example of negative feedback control Include the Extend Learning
roles of peripheral thermoreceptors, the hypothalamus and pituitary gland, thyroxin
and also examples of muscle and adipose tissue that act as effectors of temperature Details: Many concepts may be familiar to the students and
change. others will need more scaffolding and extension.

D3.3.6—Thermoregulation mechanisms in humans Students should appreciate that

birds and mammals regulate their body temperature by physiological and behavioral
means.
Students are only required to understand the details of thermoregulation for humans.
Include vasodilation, vasoconstriction, shivering, sweating, uncoupled respiration in
brown adipose tissue and hair erection.
LQ –
● For what reasons do organisms need to distribute materials and energy?
● What biological systems are sensitive to temperature changes?

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Students may be assessed daily with classwork, discussions, group work, and
reflections using a variety of formats with a focus on the applications and skills
provided in the syllabus.
Students will be assessed per subtopic and then at the end of the unit (Topic) to
ensure understanding using IB exam style questions, modeling, reflection, lab reports,
and writing prompts .
Students will develop the following skills:
Students may be aware of many of the concepts within this unit, so building on prior
knowledge using scaffolding techniques to aid students in a deeper understanding and
extending learning to ensure that students can meet the goals set by the unit.

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 - Asking questions and defining problems

Social Communication- Constructing Explanations
Self-management - Asking questions and defining problems
Research- Developing and using models.

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For connections made during the unit If you check any of the boxes, provide a brief

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more information on the IB’s approach to language note in the “details” section explaining how
and learning, please see the guide. students engaged in CAS for this unit.

 Activating Background Knowledge  Ways of Knowing  Creativity

 Scaffolding for new learning
 Acquisition of new learning through
practice
 Demonstrating proficiency

Poikilotherms (animals that have a variable body Details: The precautionary principle is meant Details: Modeling and active participation in the
temperature) are more effective producers of to guide decision-making in conditions where a learning process. Creating materials to aid their
lack of certainty exists. Is certainty ever fellow classmates in understanding a particular
protein than homeotherms (animals that maintain a
possible in the natural sciences? concept through peer interaction and
regulated body temperature) as they have a higher team/group activities.
rate of conversion of food to biomass

International Mindedness/Aims:
International Mindedness: (Research/Reflections/Writing)
How does sickle cell affect homeostasis?
Global migration and the changing distribution of sickle hemoglobin

Aims: (Labs/Activities/Student Reflections/CER Activities)

The course enables students, through the overarching theme of the NOS, to:
1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools, and techniques that characterize science

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3. develop the ability to analyze, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural, and social impact of science.

Resources

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

Instructional materials and classroom technologies such as Smartboard

Science Laboratory and Laboratory equipment-Sciences textbook,
McGraw-Hill.-Games and simulations.-Media resources;
videos (EDpuzzle)-Internet resources; McGraw website, other websites, online books

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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Overall, I found the unit plan on Unit 5 Found difficulty in scaffold learning for students  Carefully look at which ATL can be used and
Equilibrium C3.1, D3.3 for DP Year 2 to be who need more guidance and found difficulty reinforce these more in the struggling students.
comprehensive and informative for the students. opportunities am I hearing to help students
The unit effectively covered the key concepts explore the interpretative nature of knowledge,
related to the major body systems and their including personal biases that might be retained,
functions. It provided opportunities for students revised or rejected?
to explore the global context of personal and
cultural expression, which allowed for
connections between the content and the
students' own experiences

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