Click on Java the Tree Dragon (RIP) to head on over to the facebook page. i-Biology is for MrT‘s IB Biology and MYP Science students. Find out more on the About pages. Please read and adhere to these guidelines on fair use and consider a donation to charity via my gift list at Biology4Good.

i-Biology.net is slowly being updated for the current IB Biology subject guide (teacher support material here). For other up-to-date free resources, check out Bioknowledgy & BioNinja

Disclaimer: this is a voluntary project not endorsed by the IB. Teachers must use their judgment and the most up-to-date advice in subject guides and reports before making use of materials here. 

The Path to ATP

Back in 2014Eleanor Lutz created “How To Build A Human” which has been shared a lot recently – so I went back to her blog to see what is there and wow!

Here is a new (and helpful) infographic for HL Bio, “The Path to ATP”. Think a simpler version of Gerhad Michel’s famous Roche Biochemical Pathways.

Read the rest of this entry

In Our Time: Science (Nature of Science)

600x600bbIf you’re into storytelling and discussion, why not try BBC Radio 4’s “In Our Time: Science” podcast. Good for Nature of Science and TOK connections in IB Biology… and great if you have a commute to kill. Click here for all episodes in alphabetical order.

For more NOS resources, check out Simon Underhill’s blog.

 

Wayfinders: Curriculum as a Compass

If you love knowing stuff, learning stuff, inquiry, imagery and Moana as much as I do, then you might like the latest post on my ideas blog: “Curriculum as a Compass?“.

MoanaMaui

The apprentice becomes a wayfinder in her own right. [gif source]

Go for the big ideas, stay for the Moana gifs.

Content & Inquiry in a Google World

Space Twins & Epigenetics

1600px-mark_and_scott_kelly_at_the_johnson_space_center2c_houston_texas

Mark and Scott Kelly at the Johnson Space Center, Houston Texas. Source: Wikimedia Commons.

Sign up for the Teach.Genetics mailing list from GSLC here. 

The ever-wonderful Genetic Science Learning Center at the University of Utah sent this helpful email update to counter misconceptions around the Kelly Twins’ “Genetic Differences” as a result of Scott’s year on the International Space Station.

You may have seen the headlines about identical twin astronauts, Mark and Scott Kelly, now being “genetically different” after Scott spent a year in space while Mark remained on Earth. Yet much of the popular press has failed to explain that these differences are mostly epigenetic modifications leading to changes in gene expression. Or that several of the analyses were limited to circulating white blood cells and are thus mostly relevant to the immune system.

 

Here are some great resources they shared:

Now go over and subscribe!

They have great resources for students at the Genetic Science Learning Center, and for educators at their new Teach.Genetics site. You can also follow them for Twitter updates hereSign up for the Teach.Genetics mailing list from GSLC here. 

Pomodoro Organizer: Get Stuff Done

The Pomodoro Technique is an effective way to overcome procrastination, get started on big tasks (by breaking them into smaller tasks) and to use time effectively. Essentially, by “hacking” your brain’s reward pathway with manageable chunks of time and small reward breaks, it can help overcome the fear of getting going.

@sjtylrPomodoroImageThis graphic organizer (pdf) is to help set a plan for a working period, recognizing that: 

  • Setting  clear and realistic goal is essential
  • Breaking large tasks into smaller steps helps get things done
  • Rewards/short breaks keep the brain motivated
  • Setting an overall end time is also really important
  • A distraction-free environment will really help

Of course if, once you get going, you find “flow” and can’t stop working… then get it done!

For more ATL-related graphic organisers, click here.

Tech Tools: 

PomodoroFullScreenQR

IMaGE Inquiry: Why Them, Why There, Why Then?

Here’s a visual organizer for building quick context in orientation in time and space in a case study or unit of inquiry. It is not only for sciences – it could easily be applied to other subjects with the intention of contributing to a sense of international mindedness and global engagement (IMaGE).  The simple goal is for triplets of students to complete collaborative rapid research around the case: Why Them, Why There, Why Then? Click for pdf. This has been tested in rough drafts, and I’d love for some others to try it out and give feedback.

Some examples: 

  • Recent (or significant) discoveries or events (in the news, science, etc)
    • The Human Genome Project: Who was involved and why them? Where did it happen and why there? Why then and not before?
    • Antoni van Leeuwenhoek discovering animalcules. Why him? Where there? Why then? Why not other people, places or times
  • LangLit: Explore the author, location and time
    • I used it for a cover lesson on Dr. King’s “I Have A Dream” speech, with a group of students who had almost no prior knowledge.
  • I&S: Considering a significant development, event or innovation
  • Service Learning Cycle: An entry point into the “Research” phase of the cycle and determining reasons, needs and causes (thanks @AlisonKIS).

This is not a tool for in-depth research (though it could be expanded outwards). It is intended to get a quick, reliable orientation in time and space around a case study and the people or organisations involved.

Some great tools for this include Google Maps, Google Cultural Institute, Google Images, Wikipedia, Biography.com, On This Day (History.com), Charity Navigator and many more.

Screen Shot 2018-03-07 at 13.16.21Also Wolfram|Alpha: People & History, Places & Geography, Socioeconomics, compare countries, compare companies and much more. See Stephen’s page on databases & Wolfram|Alpha here.

The results can be synthesised into further lines of inquiry (to use more rigorous research), but this should give students a vision of the case. What cultural or contextual cues can they recognise? How might this activate further connection and questioning?

@sjtylr Developing IMaGE in MYP Sciences (1)

 

 

Webb’s DOK4 as a Filter for “Transfer”

As any teacher knows, “transfer” is notoriously difficult to truly teach, yet it is a part of the IB’s ATL skills framework as it is really important in empowering self-directed learning. Here’s a post on Webb’s DOK4 and how it might be used as a tool for teaching transfer of knowledge, skills and concepts. Also, DOK is a not  wheel.

Webb's DOK4 as a -Transfer Filter-

DOK Filter: DOK4 can be accessed from any other level, using the question “how ELSE can this be used?”. Tools for DOK4 Transfer might include #EdTech, inquiry, challenges, experiential learning, service learning and much more. Diagram by @sjtylr

Reflecting on the Impacts of Science: IMaGE, Global Goals & Connections in MYP Sciences.

I’ve added a new page to i-Biology.net to post resources and ideas for MYP Science Crit. D: Reflecting on the Impacts of Science. Some slides are below, but to see the full page, click here.

[IMaGE = International Mindedness and Global Engagment. To see my dissertation & resources on this, click here.]

Is this an inquiry with an ‘I’ or an enquiry with an ‘e’?

Wayfinder Learning Lab

This post has been sitting in my drafts for a while, and I was reminded to complete it after a question from a student when I was covering a TOK class: “What’s the difference between inquiry and enquiry?”

So here goes…

Defining Inquiry: A Pragmatic Approach

I’ve been thinking and writing about this a lot over the last few years, tinkering with and testing definitions that try to capture what makes powerful, pragmatic inquiry learning. He’s my current best effort and if you pick it apart you should be able to recognise the best elements of the classical with an aspiration towards the contemporary (in the Bold Moves sense).

Inquiry iscreative, critical, reflective thought. It builds on a solid foundation of accessible, well-learned knowledge, skills and conceptual understandings, inviting learners to take action on their learning and ask “what if…?”  

Although it…

View original post 1,118 more words

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