How to use this template to create a DP unit plan

Note: This page should be deleted post-completion of the planner.

● You can edit any of the text in this file and change the structure; however,
because this template is recommended by the IB, please check with your DP
coordinator before making any changes.

● Section headings and IB guidance from the original IB template are included in
blue.

● Additional guidance has been added in grey italics.

● Examples have been highlighted in yellow like this. Please do not reproduce
these examples.

● Tips for completing some sections have a lightbulb next to them.

● Once you have completed your unit planner, delete all guidance, tips, and
examples so that they do not appear in the final version of your unit planner.
 Annotated DP Unit Planner

Teacher(s) Mei Utami, S.Si. Subject Sciences : Biology

Desi Widya Pangestika, S.Pd. group and
course
Alika Fauziah, S.Si.

Course part A. Unity and Diversity SL or SL/HL Duration 4-6 hours in a week
and topic HL/Year 1 Year 1.
2. Cells
or 2
A2.2 Cell structure

Unit description and texts DP assessment(s) for unit

Guiding Questions :
1. What are the similarities and differences between - Paper 1A: Multiple-choice questions covering
prokaryotic and eukaryotic cells? fundamental concepts of cell structure.
- Paper 1B: Data-based and structured questions
2. How do membrane structures facilitate transport requiring detailed explanations and application
and communication within the cell? of cell biology concepts.
Prior Knowledge : - Internal Assesment : scientific investigation

Awareness of different levels of biological

organization (cell, tissue, organ, system).

Content :

1. Cell Theory

2. Ultrastructure of Cells

3. Membrane Structure
4. Techniques for Studying Cells (Microscopy)

Inquiry: Establishing the purpose of the unit

Group and subject aims

Develop conceptual understanding that allow connections to be made between different areas of the subject,
and other DP sciences subjects

Assessment objectives

Student will :

- AO1: Demonstrate knowledge and understanding of facts, concepts, and theories related to cell structure
and function.
- AO2: Apply biological concepts to explain microscopic observations and analyze electron micrographs.
- AO3: Formulate, analyze, and evaluate experimental data related to microscopy and cell structure.

Transfer goals

1) Analyze the relationship between structure and function in biological systems

2) Evaluate how advancements in microscopy impact scientific understanding
3) Apply knowledge of cell structure and organization to explain real-world biological phenomena

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:

Students will develop understanding of the complexity of cell structure through inquiry-based activities, focusing
on how the components work together to maintain life functions

Students will develop the following skill:

Students will learn how to using microscopes and observe and interpret cell structures to comparing and
contrasting different types of cells

Students will grasp the following concepts:

Students will develop an understanding the concept of cell is the fundamental unit of life, and all living organisms
are composed of cells.
Inquiry questions

Develop a series of questions to guide the inquiry and help students unpack the transfer goals and
essential understandings. Collectively, the inquiry questions should include a combination of:

Content-based questions
What are the specific functions of cellular organelles in maintaining life processes?

Concept-based questions
How do cell structures reflect their functions across different types of organisms?

Skill-based questions
How do experimental methods help us investigate membrane transport mechanisms?

💡Tip: Ensure that you have a balanced time distribution between the different types of questions. There should
not be an overwhelming focus on content questions alone.

Action: teaching and learning through inquiry

Content/skills/concepts Learning process

Cut and paste or draw from the essential Check the boxes for any pedagogical approaches used
understandings listed above in “Inquiry”. during the unit. Aim for a variety of approaches to help
facilitate learning.

Students will know the following content: Details:

Students will develop understanding of the

complexity of cell structure through inquiry-based ◻ Activity 1 :
activities, focusing on how the components work
The teacher initiates class discussion through
together to maintain life functions.
giving a question about cell and organelles.
Core Topic
● Cell Theory The teacher provides a variety of images about an
animal, a plant, and a virus.
● Ultrastructure of Cells
The teacher make a small group to discuss about
● Membrane Structure & Transport cells. After the group work, the teacher
summarizes the main points to ensure that all
● Organelles and Their Functions students have noted the key understanding.
 After that, the students do lab activities. The
students observe a variety of cell under a
microscope..

Students will develop the following skill:

◻ Activity 2
Students will learn how to using microscopes and
The teacher provides prepared slides of plant, animal, and
observe and interpret cell structures to comparing
virus or bacterial cells, guiding student to identify
and contrasting different types of cells
structures such as the nucleus, cell membrane, and
Students will grasp the following concepts: cytoplasm. Students sketch their observations and
Students will develop an understanding the concept compare the differences between cell types. The teacher
of cell is the fundamental unit of life, and all living facilitates a discussion on cell structure and function,
organisms are composed of cells. connecting it to real-life biological processes.

Formative assessment:

Students will know the following content: .Low-stakes prior knowledge quiz at the start of the
unit
student should be familiar with identification of sel
and has giving living organism • Students answer questions embedded within the
experimental work and in lectures which act as useful
sel properties are important for habitats
formative feedback for the teacher

• Periodic checks for understanding with, for example,

Students will develop the following skills: online quizzes, mini-whiteboards, self-assessment and
peer-assessment
useful cell to make good healty

Students will grasp the following concepts:

Define and understand the concept of causation as

the capacity of one element of impacting another in Briefly describe any major formative assessment
the context of cell. tasks used in this unit. The purpose of formative
assessment is to monitor student learning and
provide ongoing feedback to teachers and students
regarding what has been achieved and what
requires further learning. Add formative
assessments that:

▪ check learning to plan remedial plan and

next step in the learning process;
▪ support acquisition and application of the
selected ATL skills;
 ▪ provide students specific, timely, and regular
feedback about the development of their
knowledge, understanding, and skills;
▪ actively involve the student;

▪ offer opportunities to gain mastery of the

selected DP assessment component, and;
▪ are used in response to student work.

💡Tip: You can chunk out an assessment component

into smaller tasks. These can serve as formative
assessments whereby you give specific, focused
feedback.

Summative assessment:

,End-of-topic test

• Formal lab write-ups for some of the experiments (data

collection, processing, concluding and evaluation)

• Practice answering past paper examination questions

given as homework, or as short timed activities during
lessons

Briefly describe summative assessment tasks which will

be used in this unit. Ensure that summative assessments
meet the requirements below.

▪ They are culminating tasks that will allow

students to demonstrate their learning

▪ They are an opportunity to practice one or more of

the subject-specific external or internal
assessment components

▪ They occur in an authentic real-life situation

 ▪ They evaluate student learning during or at the
end of the unit against DP assessment objectives

💡Tip: Teachers can use DP subject-specific past papers

and question banks as a benchmark when designing
summative assessment tasks.

Differentiation:

◻ Process :

Students will engage with the content at different

levels based on their abilities. For those who need
extra guidance, the teacher will provide step-by-step
instructions on microscope usage and cell
identification. Additionally, interactive digital
simulations or 3D cell models will be available for
students who struggle with handling microscopes.
Meanwhile, advanced students will be encouraged to
use higher magnifications to explore finer cell
structures and compare different staining techniques
to enhance visibility.

◻ Content :

The complexity of the content will be adjusted based

on student needs. Some students will focus on
identifying basic cell structures, such as the nucleus,
cytoplasm, and cell membrane, while more advanced
students will analyze structural differences between
plant, animal, and bacterial cells. To enhance
interdisciplinary learning, students can also explore
the chemical composition of cell membranes or
discuss the ethical considerations of stem cell
research and biotechnology.

◻ Product :

Students will have multiple options to demonstrate

their understanding. Visual learners can create
labeled cell sketches based on their microscope
 observations, while verbal learners can engage in
small-group discussions to compare plant, animal,
and bacterial cells. Advanced students can take it
further by writing a short analysis report explaining
how the structure of specialized cells (e.g., nerve
cells, red blood cells) relates to their function in the
body.

◻ Environment :

The classroom environment will be adapted to

support different learning styles. Flexible grouping
will allow students to work with peers who
complement their skill levels, encouraging peer-
assisted learning. Additionally, lab stations will be
set up with different types of cell samples, allowing
students to rotate and experience multiple
observations. For those who need a quieter space, an
independent reflection area will be provided where
students can review microscope images and
diagrams before engaging in discussions.

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.

Include the specific ATL skills indicators of each chosen category under ‘details’ used during the unit.

◻ Thinking
1. Critical Thinking :
- Analyze the differences and similarities between prokaryotic and eukaryotic cells.
- Evaluate the evidence supporting cell theory (e.g., historical perspectives and modern
microscopy advances).
2. Creative Thinking
- Design a model or diagram that explains the function of various organelles within a cell.
- Create analogies to represent organelle functions

◻ Social
 1. Collaboration

- Work in pairs or small groups to prepare microscope slides and share observations.

- Collaboratively develop a presentation on the importance of cell specialization in

multicellular organisms.

2. Respect for Others

- Provide constructive feedback to peers during group work or peer review sessions.

◻ Communication
1. Written Communication
- Write lab reports explaining the process of observing cells under a microscope, including
method, data, analysis, and conclusion.
2. Visual Communication
- Present information through well-labeled diagrams of cell structures (electron micrographs,
hand-drawn diagrams, or digital visuals).
3. Oral Communication

- Explain to peers how certain organelles contribute to the overall function of the cell (e.g.,
group presentations or discussions).

◻ Self-management
1. Organization
- Manage time effectively to complete practical work and assignments on time.
- Keep a well-organized lab notebook or learning journal to reflect on lessons and personal
understanding of cell structure.
2. Affective Skills (Mindfulness & Perseverance)
- Demonstrate resilience during complex tasks, such as interpreting electron micrographs or
complex diagrams.
3. Reflection

- Reflect on learning progress and set personal goals for improving practical microscope
skills.

◻ Research

1. Information Literacy
- Find and analyze current scientific research or journal articles about
recent discoveries in cell biology (e.g., advancements in microscopy
techniques like cryo-electron microscopy).
- Evaluate sources of scientific information (e.g., distinguishing between
primary research articles and secondary summaries).
 2. Data Collection & Recording
- Conduct practical investigations using microscopes to observe cells
(e.g., onion epidermis, cheek cells).
- Record and present findings in a scientifically appropriate manner (e.g.,
annotated drawings with magnification, scale bars).

Tips:

💡It is advised to restrict your selection of ATL skills to 2-3 per unit, with a reasonable number of specific
strands that students will have a chance to develop during the unit.

💡It is recommended to select skills that naturally align with the chosen assessment objectives.

💡It is good practice to align the chosen ATL skills with those skills identified under the ‘content/skills/concepts’
section.

Metacognition
Check the boxes for any metacognitive approaches used that ask students to reflect on unit content, their own skills,
or unit concepts. For more information on the IB’s approach to metacognition, please see the guide.

Select the metacognitive approaches that will be used during the unit and include a description of
each under 'details'. The description should:

▪ identify the content, skill, or concept students will reflect on;

▪ indicate when this reflection will take place;

▪ describe the reflection strategy that will be used, and;

▪ specify how this reflection will be documented/captured.

◻ Reflection on content

Example: Use K-W-L to reflect on what content has been learned about WWI.
◻ Reflection on skills

Example: Use a checklist to help students evaluate the extent of mastering the OPCVL skill.

◻ Reflection on concepts

Example: Create a round table discussion about the concept of causation and have students contrast their initial
versus current understanding of the concept.
Details:
Language and learning TOK connections CAS connections
Check the boxes for any explicit Check the boxes for any explicit Check the boxes for any explicit
language and learning connections TOK connections made during the CAS connections. If you check any
made during the unit. For more unit. of the boxes, provide a brief note in
information on the IB’s approach to the “details” section explaining how
language and learning, please see students engaged in CAS for this
the guide. unit.

Select the explicit language and Select the explicit TOK connections Select the explicit CAS connections
learning connections from the listed and include a description of each and include a description of each
four options and include a under 'details' that will be made under 'details' that will be made
description of each under 'details' during the unit. Refer to the during the unit. How to brainstorm
used during the unit. How language guidance below that outlines some for CAS learning connections can be
learning connections can be carried points to consider under every carried out through each approach
out through each approach has connection. has been explained below, with an
been explained below, with an example:
example: ◻ TOK concepts: Choose one or
two of the TOK concepts that ▪ Think of connections between
naturally align with the subject- the written curriculum and CAS
◻ Activating background specific concepts outlined in the in the form of experiential
subject guide. These knowledge, which ultimately
knowledge: Encourage
connections should help brings about coherence and
students to make spontaneous
teachers ground the conceptual value to learning. Think about
connections between their
understanding of the unit. the CAS connection as the
personal knowledge and
◻ Optional themes: Choose no actionable portion of the unit.
content/texts.
more than one of the five ▪ Consider the learning outcomes
Example: Use anticipation
optional TOK themes. This under the 3 CAS strands:
guides to ask students to think,
connection should help teachers Creativity, activity, service.
write, and/or talk about their
explore subject-specific content These will provide direction
opinions on key themes or big
in an authentic, real-world when brainstorming for
ideas in upcoming texts and
context. The themes are connections.
units of study.
generic, so they should be ▪ For every unit, target one
◻ Scaffolding for new learning:
easily integrated into all
authentic, relevant CAS
Offer support to students as subjects.
connection grounded in the
they learn and develop a new
◻ Areas of knowledge: Choose target subject. This brings about
concept or skill or new content.
no more than one area of focus and meaning. This CAS
Example: Reflect using knowledge. Students consider connection can be part of the
exemplars to showcase the nature of the area of learning process or the
commendable performance. knowledge under study by
◻ Acquisition of new learning exploring the scope, summative assessment.
perspectives, methods and
through practice: Help students Example: In a group, organize a
tools, and ethics in its
practice necessary language gallery walk to explain the
development and make
skills to succeed in subjects. chronology of WWI. (Learning
comparisons and contrasts
outcome 5)
Example: Pre-teach key across areas of knowledge.
terminology through the use of Example: Organize a seminar to
◻ Core theme: In addition to the
visual representations, discuss the different
optional theme, draw
analogies, metaphors. perspectives regarding the role
connections to the core theme
of Germany versus Britain in the
◻ Demonstrating proficiency: of the TOK course. Teachers can
outbreak of WWI.
Offer students the choice to draw connections to the four
take ownership of their learning areas of the knowledge
and demonstrate mastery in a framework of the core and
◻ Creativity:
way that fits their learning style theme, including the scope,
and interest. perspectives, methods and ◻ Activity
tools, and ethics.
Example: Use digital tools and ◻ Service
sites that allow students to Details:
Details:
practice content and show
mastery.

Details: 💡Use the 12 TOK concepts to

transfer TOK ideas into CAS.

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

Identify a variety of high-quality resources which create opportunities for:

▪ Technological integration
Examples: educational games and simulations, online labs, podcasts and audiobooks, websites, virtual
museums, etc.

▪ Multiple entry points, scaffolding, and extension

Examples: Multimodal texts (photo essays, TV commercials, letters, mind maps, signs), graphic organizers,
etc.

▪ Action and real-world learning

Examples: Field visits, case studies, reflection templates, etc.

▪ Interactions with people organizations and facilities in the community

 Examples: NGO reports, community library, teaching materials developed by businesses and not-for-profit
organizations

▪ Culturally responsive teaching

Examples: World literature, music and art, KWL charts, peer-evaluation rubrics, interviews with community
members, families, experts, and other primary sources in the school and the local community, etc.

Provide a detailed description of every resource.

Reflection: Considering the planning, process, and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:

▪ Describe less effective learning ▪ Identify missing resources that

▪ Describe effective learning
experiences, identifying what were necessary for this unit
experiences, identifying what
made them as such Consider what can be adjusted
made them as such ▪
▪ Identify and describe less and/or changed
▪ Identify and describe reliable
reliable resources used in the Revise the duration of the unit
resources used in the unit and ▪
unit and evaluate them
evaluate them and suggest changes for future
▪ Identify and evaluate reference
▪ Identify and evaluate
scaffolding of learning that was List adjustments to be made on
scaffolding of learning that was ▪
less successful
successful different aspects of the unit for
▪ Evaluate learning experiences future reference
▪ Describe constructive
that were not useful in Factor-in student reflections
connections made between the ▪
achieving the unit’s aims and
syllabus components and the when making modifications for
objectives
real world future teaching
▪ Describe and evaluate less
▪ Describe and evaluate effective
effective summative
summative assessment and
assessment tasks and explain
their success criteria
their lack of effectiveness