This activity introduces students to the Area of Knowledge (AOK) of Indigenous Knowledge Systems (IKS). Specifically, it helps students use aspects of the IKS specific knowledge framework (applying KCs, and WOKs to an IKS real life situation) to introduce students to the strengths and weaknesses of Indigenous Knowledge Systems. Understanding and using the strengths and limitations of this AOK is essential for students to effectively analyse and evaluate their knowledge questions (KQ) when preparing their TOK Essays and Presentations. Lesson length: 45 minutes to 1 hour Background information and link to video provided. A worksheet to help students apply the knowledge framework (pages 1 and 2) and answer key for the teacher are provided. The document is available as a PDF for printing and a Word document for editing and student digital responses.

This presentation covers much of topic 8.1 (4 of 6 Understanding points). U8.1.1 Demographic tools (CBR, CDR, TFR, DT, NIR). U8.1.2 Uncertainty exists in predicting changes in future global human population growth. U8.1.3 Human population growth increases stress on all of Earth’s systems. U8.1.4 Age–gender pyramids and DTM models can be useful in predicting human population growth It discusses weaknesses with each tool and models. Contains links to dynamic world population counters and age-gender/population pyramids. Length: 33 slides

This activity introduces the Area of Knowledge (AOK) of mathematics, helping those who are new to this AOK to visualize the nature of mathematics and how it is applied. Explore he strengths and limitations of this AOK in light of Knowledge Claims (KCs) raised in the discussion as they provide the student with arguments to compare them to other AOKs for their TOK essay and presentation. Lesson length: 45 minutes to 1 hour Background information and link to video provided. A worksheet to help students explore this AOK and answer key for the teacher are provided. The document is available as a PDF for printing and the student worksheet as a (docx, rtf, pages) document for student digital responses.

This activity is designed to bring all your students up to date with respect to present calculations to the correct number of significant figures encountered when recording and processing data for their Internal Assessment (IA) investigation. Processing to the correct number of significant figures is important to draw accurate conclusions for their investigation. Data examples are taken specifically from the ESS course. Document length: 16 pages Includes: - Detailed background information to support students - Worksheet exercises for the student - Teacher notes (on lesson duration, preparation, resources and considerations) and - Answer key for worksheet

Internal Assessment Preparation Activity on Instrument Accuracies This activity is designed to help students determine and distinguish between different methods used to determine instrument accuracies of analogue and digital measuring devices they will encounter in their Internal Assessment (IA) activities. They should be encouraged to refer to this activity on a regular basis to help them complete the Results, Analysis and Conclusions (RAC) assessment criteria. This resource uses data examples from typical ESS activities. Document Length: 12 pages Duration: 1 - 2 lessons Includes: - Background information to help students correctly process and present instrument accuracies from different instrument types. - Worksheet exercise - Teacher notes (on duration, preparation, resources and considerations) - Answers to worksheet exercise

This is a student worksheet to help them distinguish between Knowledge Claims (KC) and Knowledge Questions (KQ). Further to distinguish between 1st and 2nd Order KCs and KQs. Links are provided to resources on the WWW specifically a presentation, video and webpages used to support the lesson. Lesson length: 45 to 60 minutes Document size: 3 pages Includes background information (page 1) and worksheet(page 2) for the student and an answer key (page 3) for the worksheet at the end of the document.

Internal Assessment Preparation Activity on Experimental Error This activity is designed to help students determine, distinguish between and process correctly the different types of experimental error they will encounter when sampling, collecting, recording and processing data for their Internal Assessment (IA). There are a variety of sources of errors that can occur when recording instrument readings contributing to uncertainties in processing data and resulting in drawing unreliable conclusions. These are defined either as human or experimental errors. Both need to be accounted for (measured) to help students determine the accuracy and reliability of your results. Document length: 16 pages Duration: 1 - 2 lessons Includes: - Background information to help students distinguish and assess the contribution of human and instrument error using data examples specifically from this course. - Worksheet exercise - Teacher notes (on duration, preparation, resources and considerations) - Answers to worksheet exercise

This is a resource to support teachers and students in quickly understanding what common parameters in water quality analysis reports you get back from a lab or you can determine in the field with test kits or probes (i.e. Vernier). It helps distinguish between surface and groundwaters. Further, how the parameter can be used to indicate contamination source. Parameters covered are:

IB DP Theory of Knowledge (TOK) Presentation on Perception WOK A useful presentation with questions to engage students to explore and discuss the strengths and limitations of perception as a way of knowing (WOK). Presentation included as a 'show' file for fast viewing (don't need PowerPoint software) and as a 'presentation' file for editing in PowerPoint.

Lab activity Students are introduced to 3 different methods to classify soils and determine their moisture and organic (carbon) content. Soil classification uses the gravimetric method of placing soil samples in glass gas flasks or graduated cylinders with water, shaking it well and letting the particles fall out of suspension and determine boundaries between sand, silt and clay. These then are plotted on tri-linear soil classification diagrams. Soil and organic (carbon) content are determined similarly in that the percent difference between wet - dry and with - without carbon can be determined. Document contains a description of these 3 methods and includes tri-linear soil classification diagram.

This presentation explores the first part of Topic 1.3 - Energy and Equilibria of the laws of thermodynamics. It explains the first and second laws in context of ecology. Number of slide (19) Saved in pptx format to allow for editing

This presentation goes through the second part of Topic 1.3 Energy and Equilibria and examines positive and negative feedback and how they relate to ecosystems. Consists of 10 slides Saved in pptx form to allow editing.